LIBRARY 

OF  THE 

University  of  California. 

G  I  FT    OF  ^ 


Class 


^^^^' 


ft^ 


LANGUAGE  PLAN 


FOR 


THE   WISCONSIN 


Day  Schools  for  the  Deaf 


PREPARED   BY 
-MISS  FRAXCES  ^y ETTSTi:ir>r 

MILWAUKEE 


ISSUED   BY 

C.  P.  GARY 

state  Stiperintendent . 


ViSM 


\ 


MADISON 

Democrat  Print[ng  Company,  State  Printer 

1905 


b 


c 


Language  Plan. 


ARRANGED  BY  FRANCES  WETTSTEIN 


It  is  needless  to  say  anything  regarding  the  import- 
ance and  difficulty  of  teachings  language  to  the  deaf,  for  a  year's 
experience  will  reveal  the  fact  to  every  teacher. 

The  plan  as  laid  out  may  seem  rather  elaborate,  but  it  is 
mainly  intended  as  a  guide  to  inexperienced  teachers,  and  ex- 
perience has  taught  that  unless  all  the  points  are  drilled  upon, 
a  difficulty  is  suddenly  encountered  when  least  expected. 

All  lessons  in  geography,  nature  work,  history,  arithmetic, 
science  or  any  other  study  must  be  considered  a  means  to  teach- 
ing language.  Of  what  use  is  the  knowledge  if  the  thought 
cannot  be  expressed?  No  matter  what  is  being  taught  if  a 
child  wishes  to  express  a  thought,  the  opportunity  ought  to 
be  given  to  him.  It  is  taken  for  granted  that  the  teacher  uses 
common  sense  and  makes  each  lesson  so  interesting  that  the 
child  does  not  desire  to  interrupt  when  she  is  trying  to  develop 
a  new  idea.  Let  the  child  talk,  when  he  wishes  to  do  so,  and 
encourage  him  to  talk  all  of   the  time,  is  a  general  principle. 

The  first  years  are  devoted  to  acquiring  a  vocabulary.  In- 
stead of  giving  the  language  only  when  occasion  demands  it, 
the  occasion  must  be  created  over  and  over  again,  until  the  Ian- 


181162 


2  Language  Plan. 

guage  has  become  the  child's  own.  No  language  forms  are 
merely  memorized,  but  the  actions  and  objects  are  associated 
with  the  language  so  often  that  the  idea  and  the  word  create 
simultaneous  mental  images. 

The  plan  is  made  out  for  children  beginning  at  the  age  of  five 
or  six  years.  If  they  are  older  more  ought  to  be  done  the  first 
year. 

The /work  is  taken  up  under  the  following  heads: 

Conversation. 

Eeproduction. 

Composition. 

Action  work. 

Language  forms. 

G-rammatical  drill. 

General  Questions  and  Quick  Lip-reading. 

This  plan  represents  work  gathered  from  so  many  different 
sources  that  mention  cannot  be  made  of  all. 


Language  Plan. 


CONVERSATION. 


Aim: — Spontaneity  of  speech,  to  give  pupils  an  opportunity 
to  express  their  own  thoughts  in  good  English,  and  to  give^them 
such  forms  of  expression  as  are  i^sed  in  every  day  conversation. 

The  material  ought  to  be  suggested  by  the  pupils, — at  least 
pupils  should  be  made  to  feel  that  they  must  have  something  to 
tell  during  that  period. 

Throughout  the  course,  for  all  thoughts  that  the  pupils  desire 
to  express — thoughts  that  are  their  ovm — the  language  must  be 
memorized.  For  instance: — Something  has  happened  which  the 
child  can  express  only  imperfectly,  the  correct  language  is  given 
him,  and  the  next  day  che  child  is  required  to  relate  the  event 
correctly  and  fluently. 

To  have  pupils  ask  questions  in  return  should  be  encouraged. 

Example: — T.    "What  did  you  do  after  school,  Charlie?" 

Ch.    "I  went  down  town.   What  did  you  do  Miss ?" 


FIRST  GRADE. 

Short  journals  (ideas  of  pupils)  consisting  of  four  or  five  sen- 
tences in  the  beginning  and  increasing  in  length  as  the  power 
of  the  pupils  develops  are  placed  upon  the  board  by  the  pupils. 
A  drill  in  articulation  and  lip-reading  is  given,  and  then  the 
pupils  are  required  to  write  independently  what  they  remember. 

Instead  of  using  the  journal  form  entirely,  the  letter  form 
may  be  introduced  very  early;  in  fact,  the  pupils  show  much 
interest  in  this  work  when  the  letters  are  addressed  to  the  par- 
ents and  they  are  permitted  to  take  them  home. 


SECOND  GRADE. 

Instead  of  studying  the  statement  only,  the  question,  com- 
mand and  statement  must  be  borne  in  mind.  [See  first  grade 
method.] 

General  Plan  : 

On  Monday,  every  pupil  must  tell  something  that  happened 
on  Saturday  or  Sunday. 

On  Tuesday  (question  day)  some  child  will  tell  something  and 


4:  Language  Plan^ 

the  others  ask  questions  upon  that  topic  and  demand  questions 
in  return  from  the  pupil  in  the  teacher's  seat. 

On  Wednesday  (command  day)  the  same  method  is  pursued 
as  on  the    previous  day  only  the  command  is  added:  — 

"Tell  me  what  Helen  said." 

"Ask  Flora  what  she  said,"  etc. 

All  sentences,  questions,  statements  and  commands  that  are 
not  thoroughly  known  by  all  the  pupils  are  copied  and  memor- 
ized. 

The  whole  three  days'  work  is  kept  on  the  board  until  Thurs- 
day, when  pupils  are  requested  to  change  the  tense  of  the  verb. 
Ex.  :-.-On  Monday,  Mary  went  into  the  woods.  She  picked  some 
violets^  etc. 

On  Tuesday,  Charlie  went  down  town  with  his  mother  to  buy 
a  pair  of  new  shoes. 

They  cost  ,  etc. 

Flora  told  us  that  her  aunt  visited   them   on   Wednesday,   etc. 

Only  the  statements  are  written,  studied  and  reproduced  inde- 
pendently on  Friday. 

After  three  or  four  months  of  this  work,  pupils  ought 
to  be  able  to  change  the  tense  without  any  help,  and  journals  or 
letters  may  be  written  on  Thursday,  and  Friday  maybe  devoted 
to  some  game  which  will  bring  forth  spontaneity  of  speech,  or 
rapid  work  may  be  given, — each  child  may  tell  something— ask 
a    question — give  a  command. 

Pupils  ought  to  write  letters  of  friendship  with  proper  ad- 
dress on  the  envelope. 


THIRD  GRADE. 

IF'oUow  method  of  second  grade.] 

Journals  or  letters  are  written  at  home  once  a  week. 

Thursday  is  taken  up  with  newspaper  work  and  Friday  with 
iihe  books  the  pupils  have  read.  Every  other  Friday  a  game 
should  be  played. 

Pupils  ought  to  be  encouraged  to  give  more  than  one  sen- 
tence upon  a  certain  topic,  personal  experiences  should  be 
related. 

As  these  thoughts  and  ideas  are  suggested  by  the  pupils,  there 
can  be  no  question  but  that  they  understand,  hence  the  correct 
language  must  be  memorized.  Before  new  work  is  taken  up, 
pupils  should  relate  fluently  the  happenings  of  the  preceding 
iay. 


Language  Plan. 


FOURTH  GRADE  AND  UP  TO    THE  EIGHTH. 

[Read  method  of  second  and   third  grades.] 
General  plan: 

On  Monday  have  each  pupil  tell  something, — not  only  one 
statement,  but  tell  some  incident  that  happened  on  Saturday  or 
Sunday. 

On  Tuesday  have  one  pupil  relate  something  and  have  others 
ask  questions  upon  the  topic.  Lay  stress  upon  questioning  in 
return  as  mentioned  in  the  preface. 

On  Wednesday,  follow  plan  of  Tuesday  and  add  command  with 
"ask"  and  "tell. " 

On  Thursday,  newspaper  work. 

On  Friday,  book  reviews  or  a  game. 

Pupils  must  be  led  to  choose  the  right  articles  to  read.  At 
first  they  will  bring  in  all  the  sensational  ones.  It  is  advisable 
for  the  teacher  to  bring  such  articles  to  school  as  she  wishes  her 
pupils  to  read  and  lead  them  to  see  the  difference  between  the 
important  news  and  the  sensational. 

Books  from  the  public  library  are  sent  to  school  and  taken 
home  by  the  pupils.  Where  this  cannot  be  done  it  would  be 
well  for  the  teacher  to  make  out  a  list  of  books  that  would  inter- 
est the  child  and  then  let  him  draw  them  directly  from  the 
library,  either  school  or  public. 

It  is  very  important  that  a  careful  selection  be  made,  for  if 
the  child  receives,  books  that  he  does  not  understand  at  all,  he 
will  come  to  dislike  them;  but  if  an  interest  in  books  is  created, 
which  will  be  done  if  he  understands  what  he  reads,  the  work  of 
teaching  language  is  much  simplified. 


Language  Plan. 


REPRODUCTION. 


ALL  THE  GRADES. 

Aim: — To  get  the  thought  from  the  printed  page  or  from  the 
iips,  and  to  gain  the  power  of  expressing  a  thought  independ- 
ently by  means  of  writing,  speaking  or  drawing;  to  develop 
judgment  and  reasoning. 

In  the  lower  grades  : — 

I.  Tell  a  short  story  and  let  pupil  illustrate  it  and  then 
relate  it  orally. 

II.  Tell  a  short  story  and  let  pupils  write  it. 

III.  Act  out  short  stories  and  then  have  pupils  first  tell 
orally  and  then,  write  them. 

In  all  the  grades  : — 

I.  Have  pupils  read  a  story  and  let  them  answer  in  phrases, 
or  in  words,  the  questions  that  have  been  placed  upon  the 
board. 

II.  Have  pupils  read  a  story  through  once,  and  let  them  re- 
produce it  in  their  own  language. 

Do  not  let  the  pupils  memorize  and  do  not  give  them  any  help 
whatever  even  if  the  exercise  is  very  poor.  Repeated  effort 
will  finally  bring  about  the  desired  result. 

III.  Select  quite  a  long  story  and  tell  it  to  the  pupils  in 
units  After  you  have  related  a  unit,  ask  the  child  to  repeat  it. 
Before  continuing,  ask  pupils  what  they  think  happened  next. 
Continue  in  this  way  until  the  story  is  completed.  Then  let 
pupils  repeat  the  whole  story  orally,  and  then  in  writing. 


Language  Flan. 


COMPOSITION. 


Airn: — To  enlarge  the  vocabiilarly,  to  gain  continuity  of 
thought  and  the  power  to  express  thought  in  simple  but  good 
language  and  to  develop  the  imagination,  judgment  and  reason- 
ing. 


FIRST  GRADES. 

Dascription  of  an  object  or  a  picture. 

Method:  — 

1st  step. — Let  each  child  tell  you  what  he  can  about  the  ob- 
ject, or  picture. 

2d  step. — Teacher  asks  questions,  child  answers.  The  pupils 
write  both  questions  and  answers  upon  the  board. 

3d  step. — Pupils  ask  questions  of  each  other. 

4th  step. — Drill  in  lip-reading;  questions  and  statements  are 
dictated  without  reference  to  arrangement. 

5th  step. — The  composition  without  the  questions  is  placed 
upon  the  board  and  read. 

Special  drill  in  articulation. 

6th  step. — Pupils  reproduce  what  is  remembered  both  orally 
and  in  writing. 

The  following  day  an  object  or  a  picture  which  resembles  the 
one  that  has  been  studied  is  placed  before  the  pupils  and  they 
are  required  to  speak  and  then  write  upon  this  topic  independently. 

Care  must  be  taken  not  to  discourage  this  independent  work 
even  if  it  seems  very  poor,  but  if  the  child  has  attempted  to  ex- 
press a  new  thought  and  if  the  work  is  the  child's  best,  praise 
him  for  it. 

I  would  suggest  that  the  correction  marks  be  withheld  from 
the  pupil's  notice,  but  that  the  incorrect  sentences  be  borne 
in  mind  and  brought  up  at  the  next  lesson  that  is  studied  with 
the  teacher.  It  is  so  easy  to  memorize,  but  the  independent 
work  is  far  more  valuable,  and  the  child  should  always  be 
encouraged  in  his  first  efforts. 


Language  Plan, 


For  Independent  Work. 

During  the  different  months  the  objects  that  are  being  studied 
may  be  described  by  some  one  and  guessed  by  the  others;  or 
you  may  hide  an  object  and  pupils  may  find  out  by  questioning 
which  one  you  hid. 

Use  pictures  in  different  ways. 
I.     Let  pupils  ask  questions. 

II.  You  ask  questions  and  let  pupils  Lnswer  in  phrases  oi 
more  often  in  complete  sentences. 


FIRST  GRADE  B. 

Subjects  for  Composition  1st  B. 

Throughout  the  year  study  pictures  and  objects  alternately. 
[The  pictures  on  the  walls  in  the  room  are  chosen  first.] 

September. 

Names  of  trees: — Elm,  oak,  maple,  pine. 
A  Tree,  or  The  Oak.     A  Boy. 

hidependent. 
The  Elm.  A  Girl. 

October. 

Names  of   fruits    and  vegetables: — Apples,  pears,  peaches, 

plums,    bananas,  oranges,    potatoes,    tomatoes,    peas, 
beans,  beets. 

An  Apple.  The  House. 

Incle2)ende7it. 

A  Pear.  The  School. 

November. 

Names   of   animals: — Dog,   cat,   mouse,  rabbit,  horse,   cow, 

squirrel,  sheep. 
A  Dog.  Our  School-room. 

Independent. 
A  Cat.  Miss  Room. 

Decem,ber. 

Names  of  nuts: — Hazel,  walnut,  hickory. 
A  Nut.  Christmas. 

Independent. 
Santa  Claus.  A  Letter  to  Santa  Claus. 

January. 

Winter.  A  Table. 

Independent. 
Miss  .  A  Chair. 


February. 

A  Church. 

A  House. 
March. 


Language  Plan, 


A  Ball. 
Independent. 

A  Marble. 


Names  of  birds: — Robin,  blue-jay,  sparrow. 
A  Robin.  A  Lamb. 

Independent. 
A  Blue-jay.  A  Sheep. 

April. 

Spring.  Story  of  a  Seed. 

Independent. 
A  Strawberry.  A  Tree. 

May. 

iSIames  of  flowers: — Rose,  lily,  violet,  daisy. 
A  Flower.  A  Fish. 

Independent. 
A  Rose.  Our  Goldfish. 


June. 

Summer. 


Review. 


FIRST  GRADE  A. 


Throughout    the   year    pictures    and   objects   are   studied   al- 
ternately. 

For  method  see  first  grade  B. 

Subjects  for  Composition. 
Septetnber. 

Names  of  trees:— Oak,   elm,    soft   and    hard  maple,    spruce, 

pine,  cedar,  birch  and  bass. 
Let  pupils  collect  leaves,  press   them   and   mount    them   on 

cardboard. 
Take  pupils  for  a  walk  and  let  them  name  the    trees    in  the 

neighborhood. 
Trees,  or  The  Birch.  A  Knife. 

Independent. 
The   Bass.  This  Room. 

October. 

Names  of  fruits  and  vegetables: — Apples,  pears,  peaches, 
plums,  oranges,  grapes,  bananas,  pine-apples,  straw- 
berries, raspberries,  blackberries,  blueberries,  currants, 
gooseberries,  cherries,  carrots,  beans,  peas,  beets,  on- 
ions, corn,  celery,  turnips,  tomatoes,  potatoes,  cabbage, 
pumpkin. 

Grapes  or  Bananas.  Beans  or  Peas. 

The  Dining  Room. 


10  Language  Plan. 

Set  tae  table.  Carry  on  "table  conversation.  "  Teach  soup, 
pudding,  bread,  butter,  potatoes,  meat,  vegetable,  cheese,  pic 
kles,  pie,  dessert. 

Independent. 
Cherries  or  some  other  fruit  and  a  vegetable. 
[Omit  one  picture  if  this  proves  too  much.] 

Novernher. 

Names  of  nuts: — Peanut,  filbert,  walnut,  hickory,  Brazilnut, 
butternut.      Choose  a  picture  of  "Children  Going  Nut- 
ting." 
The  Turkey.  Nuts. 

A  picture  sugfgesting  a  Thanksgiving  story  ought  to  be 
chosen. 

Independent. 
The  Pumpkin.  The  Walnut. 

Dece7nbe7\ 

Christmas.  A  Fur  Coat. 

Independent. 
The  Christmas- cree.  Santa  Claus. 

A  Letter  to  Santa  Claus. 

A  picture  which  will  suggest  a  Christmas  story  ought  to 
be  chosen. 

January. 

Names  of  meats: — Beef,  pork,  mutton,  lamb,  veal,  beef- 
steak, ham,  chop. 

Names  of  animals: — Cow,  ox,  pig,  sheep,  lamb,  calf,  dog, 
cat,  horse,  colt,  camel,  elephant,  bear,  lion,  tiger,  wolf, 
fox,  kittens,  puppies. 

A  Cow.  My  Dress. 

Independent. 

A  Horse.  Miss Dress. 

February. 

Description  of  persons. 

Washington.  Winter. 

Independent. 

Describe  different  people  and  let  pupils  guess  whom  you 
describe. 

Let  pupils  get  up  and  describe  and  let  others  guess.  Draw 
out  by  questions  the  name  of  the  person  of  whom  you 
thought. 

A.djectives  to  be  Used. 

Tall,  short,  stout,  strong,  weak,  thin,  sallow,  fresh,  rosy, 
feeble,  light,  dark,  honest,  true,  truthful,  dishonest, 
honest,  obedient,  disobedient,  playful,  lively,  quiet, 
sad,  happy,  cheerful,  diligent,  lazy,  good,  bad,  wicked, 
old,  young,  erect,  straight,  bent,  neat,  clean,  dirty, 
kind,  gentle,  sweet,  pheasant,  lovely. 


Language  Plan.  11 

March. 

Names    of     minerals: — Gold,      iron,     silver,    copper,     lead, 
graphite,  lime-stone,  sand,  sand-stone,  granite.   Pupils 
tell  something  about  each. 
The  Pencil.  A  Pair  of  Scissors. 

Independejit. 
Play  a  game  describing  minerals. 
Pens.  A  Stove  or  a  Watch. 

A2yril. 

Names    of    birds: — Robin,     blue-jay,    sparrow,    cedar-bird, 
canary,    duck,    goose,    turkey,     peacock,    oriole,     wood- 
pecker. 
The  Blue-jay.  Spring. 

I7idepe7ident. 
The  Sparrow.  Our  Garden. 

May. 

Names  of  flowers: — Rose,   violet,  lily,  forget-me  not,  hepat- 
ica,    daisy,    geranium,  grass,  ferns,  .nasturtium,   apple- 
blossoms,  cherry-blossoms,   etc. 
Story  of  a  Seed.  Our  Trip  to  the  Woods. 

The  Violets.  A  Suit  of  Clothes. 

hidependent. 
Any  flower  that  is  of  special  interest. 
Let  pupils  describe  flowers  and  let  others   guess   which   one 

it  is. 
Hide  a  flower  and  let  pupils  find  out  by  questions  which  one 
you  hid. 
June. 

Summer.  Vacation. 

Other  Topics. 
A  Desk.  A  Cup  and  Saucer,         A  Jacket. 

A  Wagon.  Cheese.  An  Umbrella. 

A  Clock.  Meat.  Myself. 

A  Chair.  A  Boot.  A  Dog,  etc. 


SECOND   GRADE. 

I.      Description  of  an  object  or  a  picture. 

[See  method  of  Eirst  Grade  B.  ] 

Each  Composition  is  to  be  followed  by  an  independent  one,  or 
you  may  let  pupils  discuss  the  topic  orally  for  a  few  minutes 
and  then  let  them  write  about  it. 

//,      Have  pupils  draio  a  story,  or  desciipjtio7i,  of  object,  or  person, 

from  you  by  questions. 

Let  only  new  questions  or  those  given  incorrectly  be  placed 
on  the  board  and  studied. 

Read  the  complete  story,  or  description,  and  let  children  re- 
produce it. 


12 


Ixinguage  Plan. 


III.      Description  of  a  person. 

Let  each  child  describe  a  person  and  the  class  guess  the  name 
of  the  person.      This  is  good  for  review. 

Adjectives  to  be  used. 


tall 

short 

stoat 

strong 

weak 

feeble 

light 

dark 

medium 

honest 

dishonest 

truthful 

obedient 

disobedient 

playful 

lively 

quiet 

sad 

happy 

cheerful 

diligent 

lazy 

good 

bad 

lean 

thin 

wicked 

old 

young 

erect 

straight 

neat 

clean 

dirty 

large 

small 

bright 

pleasant 

cheerful 

kind 

unkind 

gentle 

angry 

generous 

handsome 

beautiful 

upright 

grand 

crooked 

bent 

dull 

left 

right 

sharp 

early 

big 

long 

powerful 

fierce 

lovely 

cunning 

tender 

quick- 

tempered 

stylish 

fashionable 

manly 

womanly 

lady-like 

fearless 

bald-headed. 

IV.     Memory  reproduction. 

The  principal  aim  of  this  lesson  is  to  enlarge  the  vocabulary^ 
therefore  new  language  forms  are  given  and  these  must  be 
studied  very  thoroughly.  ^"By  memory"  is  not  to  be  understood 
that  the  lesson  is  simply  to  be  memorized,  but  the  material 
should  be  used  in  so  many  different  ways  that  the  thought  and 
language  become  the  child's  very  own  before  an  attempt  at 
memorizing  is  made. 

Method: — The  whole  composition  is  read,  explained,  acted 
out,  if  necessary,  and  new  words  placed  upon  a  separate  board 
for  special  drill  in  articulation. 

2d  step. — Each  sentence  is  thoroughly  transposed — pupils 
form  as  many  questions  as  possible,  teacher  asks  as  many  ques- 
tions as  she  can  think  of,  and  pupils  answer  first  in  shorty  and 
then  complete  statements. 

3d  step. — All  these  different  forms  of  questions  and  com- 
plete statements  ought  to  be  given  orally  first,  then  written  and 
memorized. 

4th  step. — After  each  sentence  has  been  worked  over  thor- 
oughly, the  teacher  brings  out  the  different  thoughts  of  the 
whole  composition  by  varying  her  questions. 

5th  step. — After  the  child  understands  each  sentence,  the 
whole  is  read  over  and  made  a  special  lesson  in  articulation. 

6th  step. — Lip-reading  exercise.  Dictation,  or  let  pupils 
point  to  difficult  words  or  phrases  that  teacher  pronounces  very 
rapidly. 

7th  step. — Let  pupils  reproduce  independently. 

Suggestive  Topics. 


After  each  subject  a  picture  is  studied. 
Those  in  the  room  to  be  taken  first. 


Language  Plan.  13 

September. 

Names   of  trees: — Elm,  oak,  soft  maple,   hard   maple,  pine, 

spruce,   bass    (linden),    cedar,    cotton-wood,    mountain 

ash,  birch,  catalpa,  hickory. 
Take  the  pupils  for  a  walk  and  let  them  point  out  the  differ- 
ent trees. 
Let  them  collect  leaves,  press  them  and  mount  them. 
The  Oak.  The  Kitchen. 

Independent. 
The  Elm. 
Think  of  a  tree  and  let  pupils  ask  questions  until  they  have 

guessed  the  one. 
Let  one  child  describe  a  tree  and  let  the  others  guess  which 

one. 
In  like  manner,  think  of  some  utensil  in  the  kitchen  : — range, 

tea-kettle,    etc.,  and   let    pupils    guess    of    which    you 

thought. 

October. 

Names  of  fruits  and  vegetables: — Beets,  peas,  beans,  car- 
rots, turnips,  cabbage,  radishes,  potatoes,  tomatoes, 
celery,  asparagus,  cucumbers,  spinach,  corn,  cauli- 
flower, pumpkin,  apples,  pears,  plums,  peaches,  grapes, 
bananas,  oranges,  watermelon,  muskmelon,  pine  apples, 
cherries,  strawberries,  blackberries,  raspberries. 

Compare  beets  and  carrots. 

The  Dining  Room. 

Setting  the  table  and  placing  the  objects,   is   to  be  taken 

during  this  period  also. 

Review:  —  Soup,  fish,  meat,  steak,  veal,  mutton,  chop,  roast, 
vegetable,  cheese,  pie,  dessert,  pudding,  rolls,  bread, 
butter,  coffee,  tea.  chocolate,  sandwich,  pickles,  olives, 
salt,  sugar,  pepper,  vinegar,  oil,  lunch,  luncheon, 
breakfast,  supper,  dinner,  breakfast  food. 

November. 

Names  of  nuts: — Peanuts,  walnuts,  hickory,  pecans,  filberts, 

hazel,  butter  nuts,  Brazil  nuts. 
Try  to  get  a  picture  that  suggests  a  story  of  "Nutting,"  or 

let  pupils  relate  a  day's  occurrences  while  out  nutting. 
The  North  wind;  or  Fall. 

The  Bedroom. 

Independent. 

Let  pupils  draw  a  story  of  the  Pilgrims  from  you  by  ques- 
tions. 

Let  each  child  choose  a  different  article  of  the  bedroom  and 
describe  it. 

December. 

Names  of  toys: — Take  pupils  to  a  big  toy  store. 

Let  pupils  write  what  they  saw. 

Christmas. 


14  Language  Plan. 

Use  Christmas  pictures  and  introduce  the  story  form  in- 
stead of  mere  description. 

Use  pictures  in  as  many  ways  as  possible. 

Let  pupils  ask  questions  on  pictures. 

Hold  up  a  picture  for  a  moment  and  let  pupils  tell  what 
they  saw  in  it. 

Let  pupils  tell  or  write  the  story  that  the  picture  suggests. 

Teacher  places  questions  upon  the   board   and   pupils  write 
answers;  sometimes    short    but    oftener    complete    an- 
swers. 
January. 

Names  of  animals: — Cow,  calf,  dog,  puppies,  cat,  kittens^ 
sheep,  lamb,  horse,  colt,  donkey,  bear,  cub,  lion,  tiger, 
wolf,  fox,  camel,  deer,  elk,  kid,  walrus,  reindeer,  seal, 
otter,  mink,  marten,  monkey,  squirrel. 

Describe  the  fox. 

Compare  squirrel  and  monkey  or  some  other  animal. 

The  Little  Esquimo  Boy. 

Indejyendent. 

Describe  some  animal.  Play   a    game  as   you  did 

the  previous  month  with 
the  fruit. 

Winter. 

February. 

Description  of  persons.  Adjectives  to  be  learned  : — Stout,, 
strong,  weak,  feeble,  light,  dark,  medium,  honest,  dis- 
honest, truthful,  true,  obedient,  disobedient,  playful, 
lively,  quiet,  sad,  happy,  cheerful,  diligent,  lazy, 
wicked,  old,  young,  erect,  straight,  bent,  neat,  clean, 
dirty,  soiled,  smooth,  powerful,  bald-headed,  exact, 
generous,  sincere,  kind,  gentle,  pleasant,  mild,  sweet, 
charming,  handsome,  beautiful,  pretty,  good-looking, 
lovely,  stylish,  fashionable,  grateful,  interesting, 
bright,  cheery,  robust,  delicate,  tender,  kind-hearted, 
quick-tempered. 

Washington.  Lincoln. 

(Why  we  love  them.) 

The  Living-room. 

Independent. 

Dining-room,  or  Kitchen.  Some  person  they  know. 

March. 

Rocks    and    minerals: — Gold,    silver,    iron,     copper,    lead, 

graphite,  limestone,  marble,  sand,  sandstone,  feldspar, 

mica,  hornblende,  quartz,  granite. 
Give  properties  of  each  and  tell  how  limestone,  marble  and 

sandstone  are  formed  and  of  what  granite  is  composed. 
The  Bathroom, 
Choose  a  picture  of  Hiawatha,  the  little  Indian  boy. 

Independent. 
The  Knife.  The  Bed-room. 


Language  Plan.  15 

April. 

Birds: — Robin,  blue-jay,  duck,  goose,  sparrow,  oriole,  ca- 
nary, yellow-bird,  sea  gull,  woodpecker,  cedar-bird, 
hawk,  cat-bird,  parrot. 

Compare  the  sparrow  and  the  robin. 

The  Parlor. 

Indepei^dent. 

Let  each  child  choose  a  bird,  write  about  it  and  illustrate   it 

How  we  planted  the  seed. 

Spring,  or . 

May. 

Nanies  of  flowers: — Rose,  violets,  hepaticas,  grass,  moss, 
ferns,  lily,  lily-of-the-valley,  forget-me-not,  pansy, 
geranium,  nasturtium,  peony,  lilac,  jasmine,  apple- 
blossoms,  cherry-blossoms,  etc. 

Short  descriptions,  and  illustrate  the  same  in  water-color. 

Make  booklet  or  cards. 

Our  visit  to  the  Woods.  Story  of  the  Seed. 

The  Farmer. 

Independent. 

The  Garden.  Memorial  Day. 

June. 

Summer.  Vacation. 

Revieiv. 
The  following  may   be  discussed  in  general   and  written  upon 
at  spare  moments,  if  there  are  any: 

A  Cup  and  Saucer. 

A  Boot.  A  Church. 

A  Cake.  A  Ball. 

Sunday.  Butter. 

A  Soldier.  Milk. 

A  Letter-carrier.  Cheese. 

A  Motorman.  The  Sun. 

A  Conductor.  The  Moon,  etc. 


16  Language  Plan. 


COMPOSITION, 


THIRD   GRADE. 

Every  other  composition  ought  to  be  suggested  by  a  picture. 
About  half  of  them  should  be  descriptive  and  the  others  treated 
as  stories. 

The  principal  aim  is  to  develop  the  imagination,  reasoning, 
and  judgment. 

Such  questions  as  the  following  ought  to  be  brought  up  con- 
stantly:— What  will  happen?  What  will  so  and  so  do?  How 
do  you  know?  What  makes  you  think  so?  Do  you  imagine? 
Why?     What  do  you  suppose. 

For  the  story,  a  careful  selection  of  pictures  is  essential. 

Method:  — 

Teacher  asks  certain  questions  and  each  child  may  answer 
differently.  Each  child  writes  his  own  answers.  When  che 
story  is  finished  the  best  may  be  read  to  the  class.  The  story 
is  studied  and  reproduced  independently. 

The  next  day,  place  a  similar  picture  before  the  class  and  ask 
the  members  to  write  a  story  without  help.  Care  must  be  taken 
not  to  discourage  the  first  attempt  at  independent  story  writing. 
Every  original  thought  should  be  praised  and,  if  there  are  not 
too  many,  read  to  the  class. 

Memory  reproduction.      [Method,  see  2d  Grade.] 

Description  of  persons. 

Have  pupils  draw  a  story  from  you  by  questions.  [Method,  see 
2d  Grade.] 

Show  objects  or  pictures  for  a  moment  and  let  pupils  describe 
them. 

For  descriptions  of  persons  use  the  following  words: — 

Complexion,  character,  manner,  characteristics,  light,  dark 
fair,  sandy,  sallow,  rosy,  healthy,  robust,  sickly,  clear,  attractive 
homely,  blonde,  brunette,  handsome,  beautiful,  honest,  truthful 
dishonest,  upright,  pleasant,  cheerful,  quiet,  lively,  kind,  un 
kind,  tender,  kind-hearted,  gentle,  polite,  amiable,  graceful 
generous,  awkward,  gay,  stylish,  fashionable,  well-to-do,  com 
fortable,  poor,  wealthy,  rich,  impolite,  rude,  offend,  insult 
afford.     Informal  invitations,   acceptances,   regrets. 


Language  Flan.  lY 


S  uGGESTivE  Topics. 

September. 

Names    of  all    the  common    trees    and  flowers.      Let  pupils 

distinguish  the  different  kinds  of  wood. 
Maple  trees.      (Including  the  manufacture  of  maple  sugar.) 
Compare  two  flowers. 

Inde2:)endent. 
Let  each  pupil  describe  a  different  tree  and  let  others  guess 

which  one  has  been  described. 
Let  pupils  make    booklets   with  illustrations    of    trees,   ox 

flowers. 
Think  of  a    tree    and    let    pupils  draw  out  by  questions  Of 

which  one  you  thought. 

October. 

Names  of  ah  common  fruits  and  vegetables. 

The  Story  of  a  Potato. 

The  Little  Desert  Girl  or  Boy.      (Illustrated.) 

Inde2)endent. 

Compare  the  Desert  Girl  with  the  Eskimo  Girl.  To  make 
it  less  difficult  two  pictures  may  be  placed  before  the 
class. 

I7ide2ye7ident. 

The  teacher  and  pupils,  rapidly  and  alternately,  ask  ques- 
tions- like  the  following: — What  is  round?  Oval? 
Pear  shaped?  Red?  Blood-red?  etc.  What  has 
seeds?  A  stone?  Pulp?  A  skin?  What  do  we  pare? 
Peel?  What  grows  on  vines?  On  trees?  Under  the 
ground?  Name  some  roots.  Which  grow  above  ground? 
Which    grow    in    warm  countries?     In  the  north,  etc. 

Groups  of  vegetables  or  fruits  must  be  painted  in  water- 
color  and  with  the  descriptions  made  into  booklets. 

November. 

Names  of  all  common  nuts  and  grains.      Give  uses  of  each. 

Story  of  a  Grain  of  Corn. 

The  Little  Puritan  Boy.      (Illustrated.) 

If  the  children  have  gone  out  nutting,  it  is  better  to  have 
them  relate  their  own  experiences  than  to  take  a  pic- 
ture that  will  only  suggest  the  story. 

Independent. 

Autumn.  The  Biography  of  the  Author  or  Artist  of  the 
Month. 

Let  one  pupil  think  of  either  a  tree,  a  flower,  a  vegetable, 
a  fruit,  a  nut,  or  some  grain.  Let  others  ask  ques- 
tions that  will  be  answered  only  by  "yes"  or  "no." 
Give  the    child  to  understand  that  the  final  question, 

2 


18  Language  Plan. 

"Is  it  a  lemon?"  must  be  asked  only  after  tbe  full  de- 
scription has  been  obtained.     This    obviates  similarity 
of  questions,  as: — "Is  it  a  potato?"  "Is  it  an  orange?" 
etc. 
December. 

Toys.  Take  the  pupils  to  a  big  toy  store  and  give  them 
the  names  of  the  different  toys.  Write  about  your  visit 
to  Gimbel's. 

What  We  Shall  do  Christmas  Morning,  or  Christmas  Eve; 
or 

The  Story  of  Santa  Ciaus. 

Use  pictures  that  will  suggest  Christmas  stories. 

For  independent  work,  use  pictures  in  as  many  different 
ways  as  possible.  [See  second  grade,]  Decemter.  Perry 
reproductions  of  great  masterpieces  are  suitable. 

Describe  some  toy  and  draw  it  for  booklet. 
January. 

Names  of  all  common  animals. 

Story  of  the  Reindeer. 

The  House.     Review  all  the  rooms.        Add  cellar  and    attic. 

Independent. 
Description  of  animals. 

"Our  Room;"  or  some  room  that  the  child  wishes  to  de- 
scribe like,    "The  Sitting-room  at  Home,  "   etc. 

February. 

Lincoln.      Washington.      A  reading  lesson  on  either  or  both 
of  these  characters  may  be  so  thoroughly  studied  that 
it  can  be  reproduced — ^^not    verbatim,    but   the   thought 
given  in  good  English. 
Short  description  of  persons. 
See  list  of  words  in  the  preface  of  this  grade. 

Independent, 

Let  each  child  write  a  short  description  of  some  person^ 
let  these  be  read  and  pupils  guess  who  is  meant. 

Think   of   some  person  and   let  pupils  find  out  by  questions 
who  the  person  is. 
March. 

Rocks  and  minerals:— Gold,  iron,  iron-ore,  silver,  silver-ore, 
copper,  copper-ore,  lead,  peat,  coal  (bituminous  and 
anthracite),  graphite,  diamond,  shells,  coquina,  lime- 
stone, gneiss,  marble,  granite,  feldspar,  quartz,  mica 
or  hornblende,  sand,   sand-stone. 

Uses  and  properties  of  each,  how  they  are  formed  and  of 
what  they  are  composed. 

Let  pupils  distinguish  by  touch,  with  closed  eyes,  the  differ- 
ent specimens. 

The  Watch  or  Clock. 

The  Little  Brown  Baby.      (Illustrate.) 


Language  Plan.  19 

Independent. 
Comparing  different  rocks  or  minerals. 
The  Playground. 

Aprils 

Names  of  birds: — By    holding  up  the  colored  pictures  the 

pupils  ought  to  be  able  to  name  about  twenty-five  of  the 

common  birds. 
The  Owl.     Contrast  it  with  one  that  is  known. 
Review  the  school.      INames  of  ail  the  rooms  and  their  uses. 
Describe  your  own.      Tell  size,  height  and  position. 

Independent. 
Compare  two  birds  that  are  well  known. 
Spring.  Spring  Vacation. 

May. 

The  names  of  about  twenty- five  flowers  ought  to  be  known 
by  holding  up  the  colored  picture. 

Our  Visit  to  the  Woods. 

The  Story  of    Violet. 

The  Farmer.      (Millet's  and  Breton's  pictures  will  be  help- 
ful. 

Independent. 

Compare  the  rose  and  the  violet.     Story  of  a  Seed. 

Our  garden. 

June. 

Vacation.      Summer.      Review. 

Other  Topics. 

The  Little  Dutch  Maiden. 

Pen-se,  the  Little  Chinese  Girl. 
Gold.  Sugar.  A  Printer. 

Silver.  Salt.  Marble. 

A  Shoemaker.  A  Clock.  The  Authors  and  Ar- 

A  Tailor.  A  Policeman.  tists  that  have  been 

A  Minister.  A  Baker.  studied. 

McKinley.  Benjamin  Franklin. 


FOURTH  GRADE. 

A  great  deal  of  work  in  this  and  the  following  grade  should 
be  in  story  form;  autobiographies  of  different  objects  and  com- 
parisons. Never  omit  the  use  of  an  object.  Ask  questions  to 
develop  the  imagination  and  reasoning. 

Pictures  of  great  artists  ought  to  be  chosen  for  stories  and 
preceded  by  a  short  biography  of  the  artist.  At  least  one  pic- 
ture should  be  studied  each  month,  to  be  followed  by  an  inde- 
pendent story  suggested  by  a  picture. 


20  Language  Plan. 

Memory  Reproduction.      [Method,  see  2nd  Grade.] 

Description  of  persons  and  character  followed  by  some  inci- 
dent told  which  will  prove  the  characteristic.  Review  adjec- 
tives of  third  grade  and  add:— medium,  industrious,  idle, 
wicked,  good-looking,  homely,  bent,  smooth-fa(;ed,  clean-shaven, 
pure,  innocent,  modest,  awful,  terrible,  manly,  lady-like, 
womanly,  delicate,  tender,  tender-hearted,  kind,  kind-hearted, 
able,  capable,  skillful,  generous,  grateful,  sincere,  sharp,  dull, 
stupid,  crooked,  straight,  straightforward,  thrifty,  prosperous, 
shattered,  shaggy,  full-grown,  thickset,  lifeless,  crabbed,  aged, 
vigorous,  fearless,  simple-minded,  narrow-minded,  child-like, 
childish. 

Have  pupils  clrmo  a  story  or  description  from  you  by  questions. 

[See  method  of  2nd  Grade.] 

Imaginative  letters  and  somewhat  formal  introductions  and 
complimentary  endings  to  regular  letters.  Pupils  write  letters 
imagining  that  they  are  traveling  in  a  country  about  which 
they  are  studying. 

Suggestions. 
My  dear  Miss : — 

Your  kind  letter  of  recent  date  was  received   with  pleasure. 

It  gave  me  great  pleasure  to  receive  your  letter  telling  me 
of . 

It  was  with  pleasure  that  I  received  your  kind  letter  in  which 
you  told  me  of  the  pleasant  trip  you . 

Hoping  that  you  will  have  a  pleasant  journey,  I  remain  . 

Trusting  that  we  may  have  the  pleasure  of  seeing  you  soon, 
I  am  . 


With  kind  regards  believe  me 

Kindly  let  me  hear  from  you  soon 

Hoping  that  this  wiJl  find  you  in  good  health,  I  remain 


For  short  and  i7idep)endent  vjork  continue  with  descriptions  and 
stories  of  objects  a^id  pictures. 

Questions  upon  a  picture  answered  by  pupils. 

Questions  given  by  pupils. 

Let  pupils  look  at  a  picture  for  a  moment  and  write  either  a 
description  or  story. 

Visits  to  the  Museum,    etc. 

A  Day's  Happenings. 

Excuse  for  absence  or  tardiness;  bill  for  goods  bought;  man- 
ner and   significance  of  receipting  the  same. 

Request  to  be  excused  from  school.  Receipt  for  goods  deliv- 
ered. 

Some  incident  of  special  interest. 

Compositions  on  trees,  flowers,  etc. 

A  Personal  Experience. 


Language  Pla7i.  21 


Suggestive  Topics. 

Review  names  of  all  trees  and  flowers  in  the  collection. 
f  Industry  of  Milwaukee. 
Location  of  yards. 
Lumber: —    ^  Where  it  comes  from. 
!  How  transported. 
[^  Uses. 

Visit  a  lumber  yard  and  a  planing  mill. 

Comparison  of  a  Tree  and  a  Fern. 

Autobiography  of  a  Flower. 

Biography  of  the  greatest  artist  represented  in  the  room. 

Story  of  one  picture  by  same  artist. 

Imaginative  letter. 

Octobe7\ 

Review  vegetables, '^fruits,  grains  and  victuals. 
Autobiography  of  a  Grain  of  Corn. 
A   Myth.  Columbus. 

Make  use  of  pictures  for  independent  work. 

JVovember. 

The  First  Thanksgiving. 

Autobiography  of  a  Grain  of    Wheat. 

A  visit  to  a  Flour  Mill. 

Whittier.     Character    and   incident  to  show  characteristic. 

December^ 

A  visit  to  a  Toy  Shop. 

How  We  Celebrate  Christmas. 

A  Christmas  Legend  or  Myth. 

For  independent  work  make  use  of  pictures,  masterpieces  of 

art. 
Short  biography  of  Raphael. 

Review  all  animals  of  previous  grades  and  classify  them 
into  families  according  to  outline.  " 

Write  a  composition  on  the  deer.  Take  Landseer's  pictures 
for  basis  and  in  conclusion  write  a  story  in  which  the 
deer  plays  an  important  part. 

Biography  of  Van  Dyck  followed  by  a  story  of  Charles  I.  and 
Children.      Suggested  by  the  picture. 

Captain  John  Smith  and  Pocahontas. 

The  Indians. 

For  independent  work  pictures  by  Landseer  are  suggested. 
Compare  his  animal  pictures  with  those  by  Rosa  Bon- 
he  ur. 


22  Language  Plan. 

February. 

Review  Lincoln  and  Washington. 

Benjamin  Franklin. 

Cotton  — (Eli  Whitney) 

Independent. 

Play  the  following  game.  Place  the  name  of  a  person  on 
the  back  of  each  pupil  and  let  each  one  find  out  whom  he 
represents.  When  the  signal  is  given,  guessing  must 
stop  and  new  names  are  given.  The  one  who  guesses 
the  greatest  number  of  characters  correctly,  wins. 

March. 

Review  all  common  rocks  and  minerals.     Add:  opal,   topaz, 

emerald,  sapphire,  diamond. 
Coal: — formation,  use,  how  and  where  obtained. 
Longfellow.      Sugar.      Imaginative  letter. 

April. 


Birds.      In  General. 


How  built,  breathe  or 

are  able  to  fly. 
Classification, 
j   Name  some  in  each  class. 
[  Characteristics  of  each  class. 
Industries:     Visit  a  glass  factory  or  a  tannery   and  let  pu- 
pils describe  the  process.     Paper. 

May. 

Sheep  and  wool.      Where  wool  comes  from. 

How  the  crop  is  harvested.      Weaving  of  cloth. 

The  story  of  a    woolen  dress.      Visit   a  place  where  you  can 

see  the  process  of  weaving. 
A  Myth. 
Milk,  butter  and    cheese.      Where    milk  comes  from.      How 

transported  to  city  and   how  distributed.      How  butter 

and    cheese  are    made.     Where  they  come  from.     How 

transported. 

June. 

Review. 

Optional. 

A  visit  to  a  foundry.  Mat  industry. 
Bread  and  cake.  C  How  made. 

Fuel.  R  •  v      '   -^  visit  to  a 
Milwaukee.  "     i        brick-yard. 

Spanish  Explorers.  (^  Shipment. 

The  Pilgrims.  William  Penn. 


Language  Plan.  23 


FIFTH  G^RADE. 

Henceforth,  the  special  aim  will  be  to  give  the  child  the 
power  to  express  his  thoughts  independently.  He  ought  to  have 
quite  a  large  vocabulary  at  his  command  and  must  now  learn 
to  apply  his  knowledge.  Fill  him  with  new  and  interesting 
ideas  and  then  let  him  place  these  on  paper,  or  express  them 
orally. 

/.      Outline  Composition. 

Method: — 1st  step.  Placed  on  board,  read,  explained  and 
new  words  placed  on  another  board  for  special  drill. 

Very  difficult  sentences  or  those  of  entirely  new  construction 
should  be  analyzed  as  in  a  memory  reproduction. 

2d  step.  An  outline  is  placed  on  the  board  and  topics  under 
the  different  headings  discussed. 

3d  step.     Reproduced  by  pupils. 

II.     Formal  Letters.      See  suggestions,   fourth  grade. 

Letter  of  introduction,  proper  address  on  envelope;  advertise- 
ments of  articles  lost  or  found,   with  answers 

Application  for  P.  O.  Money  Order.  Teach  method  of  get- 
ting such  an  order  cashed;  Letter  of  recommendation;  Envelope 
when  sent  by  the  hand  of  the  person  recommended. 

Memory  reproductions.      (Only  a  few.)     Method,  second  grade. 

Faraphrase. 

Method: — The  poem  is  read,  discussed  and  reproduced  in  the 
child's  own  language.  Choose  selections  that  will  create  vivid 
mental  pictures  and  then  let  the  child  relate  what  he  sees,  even 
though  he  elaborates  upon  the  contents  of  the  poem. 

Descriptio^i  of  historical  characters. 

Review  fourth  grade  adjectives. 

Imaginative  letters.      (Geographical  and  historical.) 

Indeperident  stories,  suggested  by  their  history  stories.  Let 
them  write  stories  imagining  themselves  to  be  children  living 
in  the  colonies;  or  that  they  were  captured  by  Indians;  or  any- 
thing that  the  history  study  might  suggest.  These  should  be 
written  at  home  instead  of  a  journal. 

tSt07nes  suggested  by  pictures. 

Fupils  draio  a  story  frorn  you  by  questions. 

For  a  short  composition  see  plan  of  fourth  grade. 

For  stories  choose  the  pictures  in  the  room  first.  Give  a  short 
biographical  sketch  of  the  artist  and  then  describe  the  picture, 
and  write  the  story  it  suggests.  If  it  tells  a  certain  story,  give 
it  to  the  pupils  and  let  them  reproduce  it. 


24  Language  Plan, 


Suggestive  Topics. 

Different  kinds  of  lumber: — Mahogany,  ebony,  black  walnut, 
pine,  cypress,  bass,  sweet  gum,  cedar,  white  poplar,  etc. 

The  Pine: — Family,  varieties,  where  found,  how  obtained, 
manufacture  of  the  lumber,  uses.  Finish  by  writing  a  story  of 
a  pine  tree.     Illustrate  this  and  put  in  booklet. 

Formal  invitation,  acceptance  and  regret. 

Tea. 

October. 

A  trip  to   the    part    of    the   city  containing    the    wholesale 

grocery  houses.      Names  of  groceries. 
Principal  food  products  and  where  they  come  from. 
A  Grocery  Store. 
Queen  Elizabeth. 

A  Paraphrase.      (The  Village  Blacksmith. ) 
An  imaginative  letter. 

November. 

Fuel: — Coal,  wood,  gas.  Where  coal  comes  from,  Kinds. 
Transportation.  How  gas  is  made  and  how  it  is  dis- 
tributed.     A  visit  to  a  gas  plant. 

Raleigh.  A  Paraphrase.      (Snow-bound.) 

Thanksgiving. 

December, 

Christmas  in  G-erman}^  or  Holland,  or  any  country  that  they 

are  studying. 
A  Myth  or  Legend. 

Christmas  stories  suggested  by  pictures. 
Charles  I. 

January. 

Animals: — Study  1st  order  and  2d  order  of  animals.      [Miss 

Merrill's  classification.] 
The    Meat    Industry.      Where  the   cattle,    sheep    and    hogs 

come  from.      A  visit  to  the  stock  yards   and   a    packing 

establishment.      Shipment  of  meats. 
Shakespeare.  A  Paraphrase. 

February. 

Compare  Lincoln  and  Washington. 

McKinley.  Longfellow. 

Coffee.  For  games,  see  fourth  grade. 

March. 

Iron: — Kinds  of  ore.     How  obtained.     Uses.      Where  found. 
A  visit  to  a  blast  furnace  and  foundry.      The   Story    of 
a  Rail. 
A  Myth.  Michael  Angelo. 


Language  Plan,  25 

April. 

Birds: — Classify  them.      Contrast  birds  of  prey  and  perch- 
ing and  singing  birds. 
Bryant.  A  Paraphrase. 

May. 

A  Myth.  Holmes. 

The  Story  of  a  Silk  Dress. 

June. 

Review. 

Other  Topics. 

MUwaukee.     A  Trolley  Ride  through  Milwaukee. 
A  Trip  down  the  Amazon  or  Thames. 
Lost  in  the  Forest. 

Dialogue  between  two  birds  or  two  animals,  etc. 
Autobiography.     Biographies    of    authors   or    artists    that 
have  been  studied. 


SIXTH  GRADE. 

Outline  Compositions.      [Method,  fifth  grade.] 

Stories  Suggested  by  Pictures  and  Original  Stories. 

Stories  Based  Upon  Historical  Knowledge.  [See  5th 
Grade.] 

Independent  Compositions. 

Pupils  read  as  much  as  possible  upon  a  certain  topic  and  then 
are  required  to  write  upon  it.  Let  pupils  write  these  in  school 
otherwise  they  might  be  tempted  to  copy  the  language  of  the 
book. 

Paraphrases.      [Method,  fifth  grade.] 

Description  or  Persons.     For  adjectives,  see  4th  grade. 

Imaginative  Letters. 

Geographical  and  Historical.      [See  5lh  Grade.] 

Formal  Letters.  Order  to  pay  money  or  to  deliver  goods; 
telgrams  ;  invitations  ;  acceptances  ;  regrets. 

Business  Letters.  Advertisements  for  rent,  sale,  wanted, 
etc.,  and  answers. 

Suggestive  introductions  and  complimentary  endings. 

Your  kind  favor  of  the inst.  is  at  hand  and  in  reply 

Enclosed,  please  find  check  for . 

Your  favor  of  recent  date  has  come  to  hand,  and  in  reply 
would  say . 

Re  sponding  to  your  favor  of  the receipt  of  which  we  beg 

to  acknowledge . 

W  e  beg  to  acknowledge  the  receipt  of  your  communication  of 
rece  nt  date. 


26  Language  Plan. 

As  published  on  page  16  of  your  catalogue > 

Awaiting  your  pleasure,  I  am, , 

Thanking  you  in  advance,  I  remain, 

Hoping  that  you  will  receive  them  without  delay,  I  am, 

Thanking  you  for  the  order,  we  remain, 

By  giving  this  your  prompt  attention,  you  will  greatly  oblige. 
We  trust  you  will  give  this  matter  your  immediate  attention. 
Kindly  let  me  hear  from  you  at  your  earliest  convenience,  and 

oblige, 

It  was  with  great  pleasure  that  1  received  your  letter  stating 

Trusting  that  we  may  have  the  pleasure  of  seeing  you  with  us 
shortly,  I  remain, 

Hoping  that  you  will  have  a  pleasant  journey,  I  am, 

With  kindest  regards,  believe  me, 

Awaiting  your  early   response, 

Hoping  that  you  will  find  it  convenient  to  give  this  matter 
your  prompt  attention,  I  am, 

We  trust  this  communication  will  merit  a  speedy  reply. 
For  short  independent  work:  — 

Independent  Stories  suggested  by  pictures. 

Independent  Composition  described  above. 

Hold  Up  a  Picture  for  a  Moment  and  let  pupils  tell  what 
they  saw  in  it,  or  describe  it. 

Have  Pupils  draw  a  story  from  you  by  questions. 

Place  questions  upon  a  picture  or  object  on  the  board  and  let 
pupils  answer  in  phrases,  or  complete  sentences.  Use  questions 
which  will  require  thought  in  answering.  What  will  so  and  so 
do?  How  do  you  know?  What  makes  you  think  so?  What  do 
you  imagine  will  happen?  If  you  were  so  and  so,  what  would 
you  do?  Why  do  you  imagine  — ?  Do  you  suppose  — ?  Why 
— ?  Do  you  presume?  For  what  reason?  What  do  you  pre- 
sume was  the  cause?     What  was  the  object?     If  you  had  known 


Let  pupils  ask  questions  upon  a  picture. 
Games.      [See  previous  grades.] 


Suggestive  Topics. 

September. 

Trees: — How  they  grow.      Where.      Families.     Uses. 

End  by  having  pupils  choose  some  tree  or  trees  and  write 
a  story  in  which  these  take  a  prominent  place.  For 
instance,  "The  Autobiography  of  a  Tree,"  or  "The 
Pine  and  the  Oak,"  personified,  etc. 

Formal  letters.  Review  invitation,  acceptance,  regret. 
Imagine  yourself  to  be  a  historical  character  and  you 
write  to  some  other  well-known  person. 

Biography  of  the  principal  artist  in  the  room.  Describe 
the  picture  and  relate  the  story  it  means  to  convey. 


Language  Plan.  27 

October. 

Half  formal  note  of  invitation,  acceptance,  regret.  Busi- 
ness letters. 

Going  shopping.     Grocery  store. 

Paraphrase.      (The  Star  Spangled  Banner.) 

For  independent  work  select  from  suggestions  above. 
November. 

A  letter  telling  of  some  experience  while  away  from  home. 
Let  the  introduction  be  a  reply  to  an  invitation  which 
reached  you  while  away. 

The  first  Thanksgiving.  Let  this  be  in  story  form.  Let 
pupils  imagine  themselves  to  be  at  the  festivities. 

Going  shopping.      Dry  goods  store. 

December. 

Christmas: — Invitation  to  a  friend  to  spend   Christmas    va- 
cation with  you.      Tell  him  or   her   how   you    intend  to 
spend  Christmas. 
Christmas  stories. — Use  many  pictures. 
A  Myth  or  Legend. 
Going  shopping.      Toy  store. 

January. 

Marie  Antoinette  and  Louis  XVI. 
,   Animals — 3d  and  4th  order. 
Business  letters. 
[For  independent  work  drill  on   stories,  original,  suggested 

by  pictures,  history,  etc.] 
February. 

Napoleon.      Compare  with  Washington. 

Paraphrase. 

Going  shopping.      Jewelry   store. 

[For     independent     work,     imaginative    letters.      Game  of 

authors.      Games  suggested  in  previous  grades.] 
March. 

Limestone  and  marble.      Shells,  coquina,  limestone,    gneiss, 

marble;  stratification. 
Visit  to  a  Quarry.      Process  of  quarrying. 
Architecture.      (Egyptian.) 
Business  letters. 
April. 

The  Iron  Industry  of  Milwaukee. 

Birds: — Compare   and    contrast   scratchers,    climbers,    and 

runners. 
Going  shopping.     Hardware  store. 
May. 

A  visit  to  a  Florist.      Buying  a  Plant,  etc. 

Bryant.     Paraphrase.      (The  Planting  of  the  Apple  Tree.) 

Lafayette. 


28 


Language  Plan, 


June. 


Review. 
Review. 


All  artists. 
All  authors. 


Topics  for  Short  Compositions. 


The  Seasons. 
Flowers. 
Trees. 
Vegetables. 
Historical  Topics. 


Fruits. 

Rain. 

Cotton  cloth. 

A  Peril  at  Sea,  etc. 


The  Sea. 
The  Lake. 

A  Trolley  Ride  on  the 
40th  Parallel. 


SEVENTH  GRADE. 

Study  the  standard  works  of  literature.  Works  like  Enoch 
Arden,  Miles  Standish,  etc.,  are  studied  and  during  composi- 
tion period,  pupils  write  the  contents  in  their  own  language. 

Follow  plan  of  sixth  grade.  Formal  Letters: — Applying  for 
position  and  answer. 

Once  a  month  a  picture.      Short  biography  of  artist,  descrip- 
tion of  picture  and  meaning,  or  story  it  tells.      Such  pictures  as 
the  "Aurora,"  "Corot's  Morning,"  and  Watts'  or   Abbey's  "Sir 
Galahad"  may  be  chosen. 
September. 

Ancient  Inhabitants  of   America: — Mound-builders,  Aztecs, 
etc. 

Formal  letters.      Invitations,  regret  and  acceptance. 

Imagining  yourself  to  be  a  historical   character    writing  to 
some  famous  person.      The  reply. 

Buying  lumber. 

Conversation  used  in  buying  lumber. 
October. 

Soil  and  how  Wisconsin  was  formed. 

Paraphrase.      Holmes. 

A  Myth. 
November. 

Reasons  for  Being  Thankful. 

Business  letters. 

Paraphrase.      (Landing  of  the  Pilgrims.) 

Going  shopping.      (Hats  and  caps,  or  millinery.) 
December. 

Christmas  in  foreign  countries. 

Letters.     One  could  imagine  coming   to  a  Dutch  home,  an- 
other to  a  German,  etc. 

Invitation  to  Christmas  parties,  formal  and  informal. 

Blashfield. 

Going  shopping.      Toys. 


Language  Plan.  29 

Ja?iua7y. 

Animals.      5th  and  6th  Order.      Compare  and  contrast. 

Stories,  autobiographies,  or  dialogues. 

Paraphrase. 

A  Trip  on  a  Certain  Parallel. 

February. 

Lowell.     Longfellow.      Compare. 
Lincoln  and  McKinley.      Why  were  they  heroes? 
Paraphrase.      (The  Heritage.)     (Sir  Launfal.) 
Value  of  Historical  Study. 

March. 

G-reek    ALrchitecture,  or   A  Visit    to  Greece   in    the    Fourth 

Century. 
Visit  to  some  factory.      (Brick-yard.) 
Canals.     Their  uses.      How  made,  etc. 

April  and  the  remainder  of  the  year.  Visit  as  many  factories  as 
you  can. 

Birds.  Waders  and  swimmers.  Review  all  classes.  Com- 
pare and  contrast. 

Take  as  many  industries  as  possible  and  write  upon  them. 
Include  the  conversation  used  in  buying  the  articles. 

Fruit  raising  in  California. 

Artificial   Irrigation. 

The  Cultivation  of  Tea. 

Write  imaginative  letters  in  which  you  tell  of  a  visit  to  a 
cotton  plantation,  a  coffee  plantation. 

A  Trip  to  the  Top  of  a  Mountain  above  the  Clouds. 

Imagine  yourself  a  Bedouin,  a  Chinese,  a  Japanese,  an  Ital- 
ian, and  tell  a  day's  happenings. 

The  Influence  of  Slavery  upon  the  Development  of  the  Coun- 
try. 

Great  Inventions  of  the  19th  and  20th  centuries. 

Islands.  Volcanoes.  Winds  and  currents,  etc.  Shells  and 
corals. 


EIGHTH   GRADE. 

Reproduction  of  standard  works  of  literature. 

All  kinds  of  business  letters,  applications,  ordering,  counter- 
manding, demanding  reduction  on  account  of  damage.  Call  for 
or  notice  of  meeting  to  be  held,  set  of  resolutions,  report  of  a 
committee. 

Stories  suggested  by  pictures.  Original  stories.  Independ- 
ent compositions. 

Problems  in  physical  science. 

Topics  in  civics. 

Abstract  topics.  December;  "  Christmas  Thoughts.  "  "Prog- 
ress."    November,  (comparing  the  first  Thanksgiving  with  that 


30 


Language  Plan. 


of  today).      Nature,  Character,  etc. 

Topics  of  current  history: — Literary  men  of  England.  Our 
great  American  heroes,  etc. 

The  Great  Powers.  Compare  the  different  countries  and  show 
in  which  respect  each  is  great. 

Is  Electricity  More  Useful  than  Steam? 

Which  is  the  Worthier  Enterprise,  the  Building  of  a  Battle- 
ship, or  the  Erection  of  a  Monument? 

Imaginative: — The  Story  of  a  Dollar.  The  Adventures  of  a 
Walking  Stick.     Story  of  a  Ruined  Castle,  etc. 

Dialogues  between  two  birds,  animals,  trees,  flowers,  etc. 

Paraphrase: — The  Chambered  Nautilus.  The  Ship  of  State. 
Union  and  Liberty,  etc.     Thanatopsis. 

Study  the  English  authors.  Let  pupils  write  their  biogra- 
phies before  studying  the  poems. 


MISS  HARRIET  E.  MERRILL'S  OUTLINE. 


r  Animal 
Kingdom   }  Vegetable 
(^  Mineral 


Animal  Kingdom. 


c,   ,    ,  .       ■,         (  V^ertebrates 
bub-kingdom  I  Invertebrates 


Vertebrates 

Mammals 
Birds 
Class  \   Fishes 

I   Amphibians 
[  Reptiles 


Invertebrates 

Insects 

^,  Molluscs 

Class  ^   ^       , 
Corals 

Sponges,  etc. 


1st  Order 
Primates 
(means  first 
or  chief). 

2nd  Order 
Cheiroptera 
(has  hands). 

3d  Order 
Insectivora 
(eat  insects). 


Mammals. 


f  baboon 
I  I   chimpanzee 

^    Ape  family      ^   monkeys 

orang-outang 


Bat  family 


Mole  family 


I 


apes 

Different  kinds  of  bats. 


shrews 
moles 
tenrec 
L  hedgehog 


Lomguage  Plan, 


31 


Cat  family 

'  cat 

lynx 

panther 

jaguar 

puma 

lion 

leopard 
.  tiger 

Civet 

family 

mungoose 
civet 

Wolf                   f  Aard-wolf,     resembles    the 
family       |       hyena. 

Hyena                f  , 

family       |  ^^^^^ 

tth  Order 
Carnivora 
(flesh  eating). 

Dog  family 

wolf 

fox 

jackal 

dingo 

dogs 

'C  polar 
Bear  family     ]   ^.Ify 


Raccon 

family 


Weasel 

family 


Seal  fam 


iiy-    { 


b]a?k 
(^  brown 

pandan 
raccoon 
coati 


marten 

ermine 

mink 

otter 

wolverine 

badger 

skunk 

seal 
walrus 


32 


Language  Plan. 


5th  Order 
Ungulates 
Hoofed  animals. 


Even-toed 
Ungulates, 


Odd-toed 
Ungulates 


Ruminant 
family 


Prongbuck 
family- 


Deer  family 


Griraffe 

family 


Camel  family 


Pig  family        \ 

Hippopota- 
mus family 

Tapir 

family 

Rhinoceros 
family 


oxen 

sheep 

goats 

antelopes 

bison 

musk-ox 

yak 

chamois 

kudee 

pronghorn 
N.  A. 

reindeer 
elk 

moose 
musk-deer 


giraffe 


two  humped  camel 

vicunia 

guanaco 

llama 

alpaca 

wild  boar 
peccaries 

hippopotamus 

tapir 

rhinoceros 


Horse 


Elephant 
family 


horse 

mule 

s,  wild  ass 
'       bra 

I   tapir  in  Orient 
I  quagga 

\   elephant 


Language  Plan. 


33 


€th  Order 
Cetacea 


r  porpoises 
}  whales 
(^  dolphins 


71h  Order 


Rodents. 


Squirrel 
family 


Beaver 

family 

Mouse 

family 

Porcupine 
family 

Chinchilla 
family 

Rabbit 

family 


squirrel 

chipmunk 

gopher 

wood-chuck 

marmot 

beaver 


rats 
porcupine 

chinchilla 

hares 
rabbits 


8th  Order 
Edentates 


9th  Order 
Marsupials 


10th  Order 
Monctremes 
(egg  laying) 


sloth 

great  anteater 

lesser  anteater 

two-toed  anteater 

armadillos 

pangolin 

kangaroo 

koala 

bandicoot 
I   Tasmanian  wolf 
(^  opossum 

duck-bill 
echidna 


34  Language   Plan. 


ACTION  WORK. 


"The  verb  is  the  soul  of  the  sentence  and  on  it  the  attention 
must  be  centered. " 

This  work  is  based  upon  Miss  Katharine  Barry's  "Five  Col- 
umn Slate  System. " 

Throughout  the  course  the  complete  sentence  must  precede 
the  analysis. 

The  command,  statement  and  direct  question,  affirmative  and 
negative  forms  are  kept  in  a  book. 

From  the  second  grade  through  the  fifth,  the  progressive 
form  is  taken  up  e\Qry  other  week. 

It  is  a  good  plan  to  have  a  collection  of  pictures  showing  ac- 
tion on  separate  charts.  These  charts  are  helpful  in  the  upper 
grades  and  ought  to  be  used  frequently. 

A  game  that  the  little  ones  enjoy: — The  class  is  divided  into 
two  sections.  One  side  acts  out  something  and  after  each  child 
on  the  opposite  side  has  guessed  what  has  been  acted,  the 
teacher  claps  her  hands,  and  those  who  guessed,  try  to  catch 
those  on  the  opposite  side. 


FIRST  GRADE  B. 

Intransitive  verb,  past  tense  for  statement. 

List  of  verbs: — run,  walk,  jump,  cry,  laugh,  dance,  fall,  bow, 
rise,  eat,  wash,  talk,  write,  sew,  fly,  hop,  stand  up,  sit  down, 
read,  sing,  cough,  knit,  sleep,  swim,  skate,  creep,  drink,  hides, 
study,  mew,  smile,  slide,  play,  iron,  sweep,  dust,  march,  get 
up,  wake  up,  wave. 

Method: 

Child  acts. 

Teacher  asks.  What  did  you  do? 
Child  answers,  I  ran. 
1st  step: — Teacher  gives  command,  Elsie  run. 

Child  places  objects  in  columns  and  writes  the  sentence. 
2d  step: — Teacher  gives  command. 
Child  acts. 

A  child  asks,  What  did  you  do? 
Child  answers,  places  objects  and  writes  statement. 
Pronouns  in  the  first,  second    and    third    person,     singular 
and  plural  number,  names  of  pupils  and  teacher  are  used. 


Language   Plan.  35 

3d  step: — Teacher  gives  command. 

One  pupil  acts. 

Another  child  asks  a  question  and  another  answers,  places 
objects  and  writes  statement. 

Teacher:     Who  can  give  me  a  question? 

Pupil :     What  did  Elsie  do? 

Another  pupil:     Ran. 

Teacher:     Who  can  give  me  another  question? 

Pupil: — Who  ran? 

Another  pupil  :v    Elsie. 
These  questions  and  short  answers  ought  to  be  written  on  an- 
other board. 

4th  step: — Child  gives  command. 

5th  step: — Teacher  acts  and  pupil  tells  what  she  did. 
The  compound  subject  and  the  compound  predicate  are  usually 
given  before  all  the  verbs  are  learned. 


FIRST  GRADE   A. 

Introduce  the  progressive  form  with  pictures.  Make  charts 
upon  which  pictures  suggesting  action  are  pasted. 

Transitive  verb: — see,  buy,  take,  eat,  wash,  shake,  make, 
open,  shut,  sharpen,  catch,  pick,  sew,  get,  break — in  half,  in 
two,  tear — in  two,  in  half,  throw,  lose,  find,  put,  lay.  place 
knit,  roll,  spin,  carry,  build,  hold,  drink,  drive,  draw,  pull, 
shoot,  brush,  play,  steal,  hide,  weigh,  study,  feed,  comb,  write, 
read,  admire,  smell,  kill,  ride,  obey,  tease,  rock,  paint,  ring, 
upset,  sprinkle,  put  on,  look  for,  water,  frighten,  shave,  spin, 
take  off. 

The  steps  as  pursued  with  the  intransitive  verbs  are  taken  up. 

In  the  third  step  another  questi^on  is  added. 

Example: — Teacher: — Mary,  open  the  door. 

Pupils  ask  and  others  answer:  —  Who  opened  the  door? 
Mary. 

What  did  she  do?     Opened. 

What  did  she  open?    The  door. 

Possessive  nouns  and  all  possessive  pronouns. 

Example: — Mary,  get  John's  book. 

Teacher: — Give  me  four  questions. 

Pupils:— What  did  Mary  do?     Got. 

Who  got  the  book?     Mary. 

What  did  she  get?     A  book. 

Whose  book  did  she  get?     Mary's. 

Never  let  a  child  write  or  say  both  question  and  answer. 

Adjectives: — white,  black,  biue,  red,  yellow,  green,  purple, 
pink,  brown,  orange,  square,  oblong,  round,  long,  short,  soft, 
hard,  small,  big,  large,  good,  bad,  old,  new,  stout,  fat,  thin, 
pretty,  sweet,  sour,  sore,  dirty,  clean,  cross,  dead,  sick,  well, 
little,  tall,  hungry  thirsty. 


36  Langy/f.ge   Plan. 

Example; — John,  tear  the  dirty  paper. 

Question  added:     Which  paper  did  he  tear? 

The  dirty  paper. 

Add: — see,  hit,  kiss,  love,  wash,  push,  shake,  whip,  scold, 
reprove,  catch,  call,  bring,  find,  bite,  scratch,  chase,  strike, 
kick,  shoot,  brush,  hide,  weigh,  follow,  pity,  pinch,  admire, 
obey,  disobey,  tease,  seize,  paint,  draw,  leave,  surprise,  shave, 
frighten. 

Use  these  with  the  objective  personal  pronoun  and  also 
nouns. 

Question  added: — Whom  did   she  call? 

Review  intransitive  verbs  with  adverbs  and  adverbial 
phrases. 

(In,  on,  under,   up  stairs,  down  stairs,  indoors,  out-of-doors. ) 

Example: — Write  on  your  paper. 

Questions:     What  did  you  do? 

Who  wrote  on  the  paper? 

Where  did  you  write? 

Ofi  what  did  you  write? 

0?i  lohose  paper  did  you  write? 

Adverbs: — fast,  slowly,  softly,  neatly,  gently,  quietly, 
quickly. 

Question  : — How? 

To  whom?  at  whom?  near  whom?  for  whom?  to  be  taken  up 
with  the  verbs:  run,  walk,  go,  come,  look,  sit,  stand,  bow,  talk, 
wave,  ride,  slide,  smile,  jump,  hop,  write,  fly,  dance,  read, 
skate,  call,   make,   sew,  buy. 


SECOND   GRADE. 

Use  progressive  form  with  pictures.  Make  action  charts  and 
preposition  charts. 

Transitive  verb  with  adverbial  phrase. 

Verbs:  put,  lay,  place,  give,  take,  write,  get,  bring,  break,  in 
half — (in  two),  tear,  throw,  find,  buy,  sell,  pay,  receive,  pull 
draw',  sit,  set,  lay,  lie,  tear  in  half — in  two. 

The  various  games.      Let  us  play.      Command. 

Example: — Helen,  put  your  book  on  the  table. 

Questions: — What  did  Helen  do? 

Who  put  her  book  on  the  table? 

What  did  she  put  on  the  table? 

Whose  book  did  she  put  on  the  table? 

Where  did  she  put  the  book?     On  the  table. 

On  ivhat  did  she  put  the  book?     On  the  table. 

Prepositions: — In,  on,  under,  from,  to,  at,  by,  for,  of,  off, 
through,  into,  upon,  across,  against,  around,  without,  in  front 
of,  behind,  out  of,  along,  near,  far  from,  beside,  in    the  middle 


Language  Plan.        ■  37 

of,  between,  north  of,  in  the  northern  part  of,  south  of,  in  the 
southern  part  of,  east  of,  in  the  eastern  part  of,  west  of,  in  the 
western  part  of. 

Adverbs  of  time: — Now,  before,  after  a  while,  by  and  by, 
yesterday,  to-day,  to-morrow,  this  morning,  yesterday  morning, 
last  night,  to-night,  day  before  yesterday,  day  after  to-morrow, 
at  noon,  after  school,  before  school,  soon,  in  a  few  minutes, 
next  week,  next  year. 

Add: — Adverbial  phrase  of  time. 

I  received  a  letter  this  morning. 

Q. : — When  did  you  receive  a  letter? 

A. : — This  morning. 

I  came  to  school  at  half  past  eight. 

Q. : — At  what  time  did  you  come  to  school?"  At  half  past 
eight. 

Adjectives : — Review  those  that  have  been  given  and  add, 
wide,  broad,  narrow,  high,  low,  thick,  thin,  deep,  shallow, 
beautiful,  handsome,  homely,  tidy,  untidy,  sweet,  sour,  bitter, 
salt3^ 

Mary,  take  warm  water  to  water  the  flowers. 

Question  added:  What  kind  of  water  did  you  take  to  water 
the  flowers? 

List  of  games. 

Let  us  play  ball. 

Let  us  play  tag. 

Let  us  play  blind. 

Let  us  p'ay  hide  and  seek. 

Let  us  play  marbles. 

Let  us  jump  the  rope. 

Let  us  play  "cat  and  mouse." 

Let  us  play  "drop  the  handkerchief",  etc. 

Let  us  play  "I  spy. " 

Let  us  play  "who  has  the  button?" 

Let  us  play  foot  ball. 

Let  us  play  basket  ball. 

Let  us  climb  the  pole. 

Let  us  swing  on  the  rings,  etc. 


THIRD  GRADE. 

Adjective  phrase: — 

Command; — " llhe  gxrX  loith  the  red  c¥ess  gave  the  pencil  to 
your  neighbor. 

Question  added: — "Which  girl  gave  the  pencil  to  her  neigh- 
bor?      The  girl  imth  the  red  dress. 

The  difference  between  which  and  what  kind. 

Continue  with  adverbial  phrases  and  add  the  following  prepo- 
sitions to  those  of    the    previous   grade: — During,    since,    until 


38  Language   Plan. 

among,  down,  up,  before,  toward,  like,  far  from,  near  to,  about, 
with,  without^  against,  below,  above,  over. 

The  days  of  the  week  are  taken  up  in  the  following  way: 

What  do  we  do  on  Monday? 

We  wash  on  Monday. 

What  does  the  washer  woman  do? 

She  puts  the  dirty  clothes  into   the  tub. 

She  fastens  the  wash-wringer  to  the  tub,  etc.,  until  the 
clothes  are  folded  for  the  ironing  next  day. 

Washing  day. 

Ironing  day. 

Mending  day. 

Visiting  day. 

Cleaning  day.     Sweeping  and  dusting. 

Baking  and  scrubbing. 

What  Does  Your  Mamma  Do  On  Washing-day? 

She  puts  the  wash-tub  upon  the  wash-bench. 
She  puts  the  dirty  clothes  into  the  tub. 
She  puts  the  wash-board  into  the  tub. 
She  fastens  the  wash-wringer  on  the  tub. 
She  rubs  soap  on  the  clothes. 
She  rubs  the  clothes  on  the  wash-board. 
She  puts  the  clothes  through  the  wash-wringer. 
She  puts  the  clothes  into  the  wash-boiler. 
She  takes  the  clothes  out  of  the  wash-boiler  with  a  stick. 
She  puts  the  clothes  into  the  tub. 
She  pours  cold  water  over  the  clothes. 
She  rinses  the  clothes. 

She  makes  bluing-water  with  cold  water  and    a  little   bluing. 
She  puts  the  clothes  into  the  bluing- water. 
She  blues  the  clothes. 
She  puts  some  starch  into  a  pan. 
She  pours  boiling  water  upon  the  starch. 
She  stirs  the  starch. 
She  starches  the  clothes. 
She  wrings  out  the  clothes  with  her  hands. 
She  puts  the  clothes  through  the  wringer. 
She  puis  the  clothes  into  the  clothes-basket. 
She  carries  the  clothes-basket  intc  the  yard. 
She  puts  up  the  clothes-line. 

She  fastens  the  clothes  upon  the  clothes-line  with  clothes-pins. 
She  takes  the  clothes  off  from  the  clothes-line. 
She  puts  them  into  the  clothes-basket. 
She  takes  down  the  clothes-line  and  winds  it  up. 
She    carries    the     clothes-basket,    the    clothes-line,    and    the 
'Clothes-pins  into  the  house. 


<^/- 


Language   Plan. 


Ironing  Day. 

The  woman  makes  a  fire  in  the  stove. 

She  puts  the  flat-irons  on  the  stove. 

She  takes  the  clothes  out  of  the  clothes-basket  and  puts  them 
on  the  table. 

She  pours  some  water  into  a  bowl  and  puts  it  on  the  table. 

She  sprinkles  the  clothes. 

She  folds  the  clothes. 

She  puts  the  clothes  into  the  clothes-basket. 

She  puts  the  ironing  board  upon  the  backs  of  two  chairs. 

She  tries  an  iron  to-see  if  it  is  hot. 

She  takes  something  out  of  the  clothes-basket,  shakes  it  and 
puts  it  on  the  ironing-board. 

She  smoothes  it  with  her  hands. 

She  irons  the  clothes  on  the  ironing-board. 

She  folds  the  clothes. 

She  hangs  the  clothes  on  the  clothes-bars. 

She  takes  the  clothes  off  from  the  clothes-bars  and  folds  them. 

She  puts  the  clothes  into  the  bureau  drawers. 

Mending  Day. 

My  mamma  sorts  out  the  clothes  that  need  mending. 
She  darns  the  holes  in  the  stockings    with    yarn    or  mending- 
cotton. 

She  sews  up  the  rips  in  the  clothes. 
She  patches  the  places  that  have  been  torn. 
She  patches  the  places  that  have  been  worn  out. 
She  sews  on  buttons  that  have  come  off. 

Cleaning  Day. 

My  mamma  sweeps  the  floor  with  a  broom. 

She  dusts  the  furniture  with  a  cloth  or  a  feather-duster. 

She  sweeps  the  cobwebs  down  from  the  wall. 

She  washes  the  windows. 

She  polishes  the  stove  with  stove-blacking. 

She  changes  the  papers  on  the  pantry-shelves. 

She  washes  the  wood-work. 

She  scrubs  the  kitchen  floor  with  a  scrubbing-brush. 


FOURTH  GRADE. 

Special  drill  with  sentences  that  require  the  question, — in 
which,  near  which,  for  which,  by  which,  on  which,  with  which, 
before  which,  about  which,  among  which,  to  the  right  of  which, 
to  the  left  of  which,  from  which,  next  to  which,  in  the  center  of 


40  Latiguage   Flan. 

which,  in  the  middle  of  which,  within  which;  also   near    whom, 

for  whom,  to  the  right  of  whom,    etc. 

TTTi,  X  J  4.  -1       J   o     (  He  sponges  the  cloth. 

What  does  a  tailor  do?     ^  tt     x.  ^  ^ 

(  He  takes  measures,  etc. 

What  does  a  dressmaker  do? 

What  does  a  printer  do? 

What  does  a  shoemaker  do? 

What  does  a  farmer  do? 

What  does  a  gardener  do? 

What  a  Cook  Does 

The  cook  will  bake  a  cake. 

She  first  puts  on  a  clean  apron.     She    places    the   dishes    and 
ingredients  before  her  on  the  table. 

She  gets  a  large,  deep  dish  from  the  cupboard. 

She  pours  some  hot  water  into  the  dish  to  make  it  warm. 

Then  she  empties  the  water  and  wipes  the  dish. 

Then  she  puts  some  butter  into  the  dish. 

She  stirs  the  butter  until  it  i«  creamy. 

She  adds  sugar  and  milk. 

She  beats  the  eggs. 

She  mixes  them  with  the  other  ingredients. 

She  flavors  all  with  vanilla. 

She  pours  the  batter  into  a  pan. 

She  puts  it  into  the  oven  to  bake. 

In  an  hour  it  is  done. 

She  places  it  in  a  cool  place  to  cool. 

When  it  is  cool,  it  is  ready  to  eat. 

What  Does  a  Printer  Do? 
He  sets  type. 
He  distributes  type. 

He  takes  the  paragraph  out  of  the  composing-stick. 
He  ties  it  together  firmly  with  a  string. 
He  puts  it  on  the  galley. 
He  sets  up  the  paper. 
He  locks  up  the  form. 
He  takes  a  proof. 
He  reads  the  proof. 
He  corrects  the  form. 
He  inks  the  plate. 
He  prints  the  paper. 

What  Does  a  Dressmaker   Do? 

She  sponges  the  cloth. 
She  uses  the  tape-line. 
She  takes  the  measure. 
She  uses  the  scissors. 


Language   Plan.  4:1 

She  cuts  the  cloth. 

She  threads  the  needle. 

She  makes  the  knot. 

She  puts  on  her  thimbb. 

She  bastes  the  seams. 

She  lits  the  dress. 

She  stitches  the  seams 

She  overcasts  the  seams. 

She  puts  stays  in  the  waist. 

She  shirrs,  or  tucks  the  yoke. 

She  fastens  the  hooks  and  eyes  onto  the  dress-waist. 

She  lines  the  dress. 

The  gathers,  or  plaits  the  skirt. 

She  faces  the  skirt. 

She  binds  the  skirt  with  a  braid. 

She  makes  a  placket. 

She  puts  a  band  on  the  skirt. 

She  hems  ruffles. 

She  trims  the  dress. 

She  gathers  the  sleeves. 

What  Does  a  Gardener  Do? 

First,  the  gardner  plows  the  ground. 

Then  he  breaks  up  all  the  lumps  with  a  rake. 

When  the  ground  is  soft  and  light,  he  divides  the  garden  into 
beds. 

Then  he  makes  the  little  drills  for  the  seeds. 

Then  he  sows  the  seed  and  covers  up  the  drills  again. 

He  waters  the  garden  every  day. 

He  watches  for  the  seed  to  sprout  or  come  up. 

He  weeds  the  garden  carefully,  every  day. 

When  the  flowers,  vegetables,  and  fruit  are  ready  to  pick  the 
gardener  gathers  them 

He  sends  them  to  the  city  to  sell. 

What  Does  a  Farmer   Do? 

In  the  spring  the  farmer  plows.  After  plowing  he  drags  the 
land.     Then  the  grain  is  sown,  and  the  land  is  rolled. 

The  seed  sprouts  and  comes  up  all  over  the  field.  It  grows 
four  or  five  feet  high.  In  August,  it  is  harvested.  A  man  cuts 
the  giain  with  a  reaper.  The  reaper  cuts,  binds,  and  throws 
the  grain  in  sheaves.  Two  men  follow  the  reaper.  They  put 
twelve  or  fourteen  sheaves  of  grain  together  in  a  shock. 

By  and  by,  the  sheaves  are  loaded  on  a  wagon  and  hauled  to 
the  barn.  It  is  threshed  next.  It  is  fed  into  a  threshing 
machine  This  machine  separates  the  straw  from  the  grain. 
The  grain  is  put  into  sacks.  It  is  hauled  to  the  mill.  It  is 
ground. 


42  Language   Plan. 


FIFTH  GBJ\DK 

How  do  you  make  bread? 

How  do  you  make  cake? 

How  do  you  make  a  dress? 

How  do  you  build  a  lire? 

How  do  you  m-ake  a  box? 

How  do  you  make  a  suit  of  clothes* 

How  do  you  print  a  ]>aper? 

How  do  you  make  a  picture  frame? 

The  different  industries  are  also  taker,  up. 

How  THE  Garpenteb   Makes  a  Box. 

He  chooses  his  wood. 

He  saws  it  off  about  the  right  length. 

He  squares  up  his  working-edge. 

He  marks  his  working-edge. 

He  measui-es  from  the  working-edge. 

He  measures  for  the  width. 

He  planes  to  the  width. 

He  gauges  for  the  thickness. 

He  planes  to  the  thickness. 

He  lays  off  his  joints. 

He  numbers  the  pieces  that  go  together. 

He  makes  his  joints. 

He  glues  them  together. 

He  clamps  them. 

He  planes  oft'  the  ends,  after  the  joint  is  set. 

He  planes  off  the  surface  of  the  box. 

He  makes  a  cover  to  fit  the  box. 

He  bevels  the  edge  of  it. 

He  carves  the  cover. 

He  fits  the  hinges  and  locks. 

He  fastens  the  hinges  and  locks  on  to  the  box  with  screws. 

He  finishes  his  work  with  shellac. 

He  varnishes  or  oils  the  box. 

Others  in  like  manner. 

At  this  stage  we  drop  the  five  column  slate,  but  continue  with 
a  verb  drill.  Each  of  the  following  verbs  is  taken  up  and  given 
in  as  many  different  ways  as  it  can  be  used. 

For  idiomatic  expressions,  resort  to  the  International  Diction- 
ary. 

Verbs: — pull,  draw,  drag,  strain,  stretch,  push,  drive,  thrust, 
throw,  pitch,  send,  press,  force,  spread,  scatter,  stop,  stay,  ar- 
rest, prev£nt,  check,  resist,  oppose,  hold,  strike,  smite,  beat, 
whip,  punch,  poke,  flog,  buffet,  stab,  pierce,  prick,  punish,  spear. 


Language   Plan.  43 

kill,  slay,    murder,    shoot,  scratch,    scrape,    polish,   file,    sweep, 

brush,  scour,  scrub,  grind,  hurt. 
Example: — Pull. 

Pull  down,  — .  Pull  it  up.  Pull  it  toward  you.  Pull  it 
off.  Pull— to.  Pull— in.  Pull  out  of  place.  Pull- 
apart.  Pull — in  pieces.  Pull  it  to  pieces.  Pull  fruit. 
Pull  a  bell.  Pull  an  oar.  Pull  a  lever.  Pull  down  the 
proud.  Pull  at — .  The  pull  upon  the  ring.  A  bell 
pull — drawer  pull.  A  pull  on  a  river.  He  has  a  pull  (in- 
fluence). 


SIXTH  GRADE. 

Verbs: — Burn,  drown,  flay,  hang,  behead,  smother,  smash, 
crush,  destroy,  annihilate,  go,  walk,  run,  pass  (go  by),  ad- 
vance, retreat,  leap,  fly,  spring,  bound,  trip,  trot,  gallop,  can- 
ter, rush,  dance,  creep,  crawl,  slide,  skate,  skim,  come,  ap- 
proach, desert,  forsake,  turn,  twist,  twiue,  wind,  swell,  behold, 
look,   listen,  thirst,  hunger,  pine,  yawn,  sleep,   awake,  rub. 


SEVENTH  GRADE. 

Verbs: — Open,  germinate,  bud,  bloom,  flourish,  thrive,  grow, 
burst,  shrink,  contract,  shrivel,  decay,  wither,  fade,  sail,  row, 
paddle,  steam,  float,  swim,  dive,  wade,  dip,  dredge,  fish, 
plunge,  suspend,  swing,  dangle,  cling,  shake,  agitate,  rouse, 
toss,  tumble,  stumble,  trip,  strive,  resist,  overcome,  dress,  put, 
tie,  bind,  take,  hear,  touch,  smell,  taste,   feel. 


EIGHTH    GRADE. 

Verbs: — Carry,  fetch,  bring,  crush,  squeeze,  pinch,  bite,  gape, 
crack,  split,  burst,  explode,  rend,  rip,  cut,  cleanse,  clean, 
bathe,  sprinkle,  sponge,  scald,  boil,  melt,  smelt,  dissolve, 
parch,  singe,  broil,  seethe,  kindle,  liquefy,  scorch,  chill, 
breathe,  groan,  sigh,  snore,  lament,  try,  endeavor,  bring,  suc- 
ceed, attain,  rake,  plow,  harrow,  drill,  dread,  design,  plan, 
devise,  imagine. 


44  Language   Plan. 


LANGUAGE  DRILL. 


Always  associate  the  object,  or  action,  with  the  language.  If 
occasion  does  not  present  itself  often  enough,  create  the  occa- 
sion until  the  language  form  is  thoroughly  understood  and 
known. 

Present  the  whole  sentence.  The  only  words  that  may  be 
taught  separately  are  the  nouns.  For  these  the  object  or  picture 
must  be  on  hand. 

FIRST  GRADE  "B." 

Show  me .     Here  is  . 

What  is  that?     That  is . 

What  is  this?     This  is  . 


Is  that  ?     Yes;  that  is  — 

No;  that  is  not 
Is  this  ?     Yes;  this  is 


No;  this   is  . 

What  have  you?     I  have .  ,  ^ 

What  have  I?     You  have .  I      mu         u-     ^    •       ^u 

What  has  Flora?     Flora  has  .  i     ^'^.^    f^f^    'P,    *•=« 

What  has  he  -  she?     He  has  — .  |         hand  of  pup.l. 

What  have  we  —  you  —  they?  J 

What  have  you  —  I  —  he  —  she?        )      ti     i.      c  4.^    u  ^ 
.  ^   .  ,  X.'  ;i  ^  ^     Parts  of  the  body. 

A  man  —  a  girl  —  a  bird  —  etc.  ]  ^ 

You  have  a  book?     Yes,  I  have  

No;  I  have  no  book. 

Has  he  —  she  —  it  —  a  dog  — — ?     Yes;  .     No;  . 

Have  you  —  we —  they  some ?     Yes; .      No;  . 

Are  you  cold  —  warm,  etc.?    Yes;  T  am  . 

No;  I  am  not  . 

Is  he  cold,  etc.?    Yes;  he  is  . 


No;  he  is  not . 

Is  she  —  it  —  the  boy  —  the  dog  —  etc.  ?     Yes; 

No;  - 
Are  you  —  we  —  they  —  the  boys  —  etc? 

For  adjectives  refer  to  list. 
Are  you  a  boy  —  a  girl  —  etc.  ?    Yes; .      No; 


Language   Plan.  45 

Is  he  —  she  —  it  —  a  boy  —  etc.?     Yes;  -.       No;  . 

Are  we  —  you  —  they  —  boys?     Yes;  we  are  . 

No;   we  are  not  any  . 

What  are  you?     I  am  a  . 

What  is  he  —  she  ?     He  is  . 


What  are  you  —  we  —  they?     They  are  . 

Nouns : 

People: — a  man  —  a  woman  —  a  boy  —  a  girl  —  a  baby  — 
papa  —  mamma  —  brother  —  sister  —  Miss  —  Mrs.  —  Mr.  — . 

Animals: — A  cow  —  a  calf  —  a  cat  —  a  horse  —  a  dog  —  a 
sheep  —  a  goat  —  a  bird  —  a  fish  —  a  chicken  —  a  lamb —  a 
mouse  —  a  duck  —  a  goose  —  a  turkey  —  a  butterfly  —  a   bee 

—  a  rat  —  a  spider  —  a  bear  —  a  frog  —  a  lion  —  a  turtle  — 
a  tiger  —  a  snake  —  a  monkey  —  a  deer. 

Parts  of  the  body: — A  head  —  the  hair  —  a  nose  —  a  mouth 

—  an  eye  —  an  ear  —  a"  chin  —  a  cheek  —  a  lip  —  a  tooth  — 
a  neck  —  a  shoulder  —  an  arm  —  a  hand  —  a  thumb   —  a  leg 

—  a  foot  —  a  toe  —  a  knee  —  a  tongue. 

Clothing: — A  hat  —  a  cap   —  a  collar  —  a  coat — a  dress  — 

a  gown  —  an  apron  —  a  necktie  —  a    muff  —  the  shoes  the 

stockings  —  the  pants  —  the  trousers  —  a  shirt —  a  button  — 
a  handkerchief  —  a  pocket  —  a  ring  —  a  watch  —  a  clock. 

Miscellaneous: — A  house  —  a  room  —  the  stairs  —  the  hall 

—  up  stairs  —  downstairs  —  out  of  doors  —  the  window  —  the 
floor  —  the  table  —  the  closet  —  a  chair  —  a  stool  —  a  book  — 
a  basket  —  a  slate  —  a  pencil  —  a  rubber  —  some  crayon  — 
some  paper  —  a  pin  —  a  bell  —  a  box  —  a  ball  —  a  top  —  a 
hoop  —    a  doll  —   a  fan    —   a   clock  —  a  door  - —  a  comb  —  a 

brush  —  a  kettle  —  a  candle  —  a  broom  —  a  rose  —  a  bottle  

a  plate  —  a  knife  —  a  fork  —  a  cup  —  a  saucer  —  a  spoon  — 
some  grass  —  the  sun  —  the  moon  —  the  stars  —  the  star  — 
the  fence  —  a  car  —  the  cars  —  a  boat  —  the  snow  —  the 
rain  —  a  tree  —  a  leaf  —  a  flower,  a  stove  —  the  church  —  a 
bicycle  —  a  hammer  —  a  hatchet  —  an  umbrella  —  a  drum  — 
a  horn  —  a  key  —  a  pail  —  a  mat  —  a  letter  —  a  glass  —  some 
bread  —  some  ice  cream  —  some  milk  • —  some  butter  —  some 
meat  —  some  cake  — some  candy  —  some  sugar  —  some  peanuts 

—  an  orange  —  an  apple  —  a  cent  —  a  nut. 

Pronouns: — (I  —  you  —  me)     (your  --  your  —  your)      (he 

—  his  —  him)     (she  —  her  —  her)      (it  —  its  it)     (we  — 

you). 

Adverbs: — Today  —  yesterday  —  tomorrow. 
Prepositions: — In  —  into —  on  —  under  —  out  of  —  to. 
Adjectives: — White  —    black   —    blue    — red  —    yellow    — 
green  —  purple  —  pink  —  brown  —  good  —  bad  —  old  —  new  — 
stout  —  fat  —  thin  —  large  —  big  —  well  —  short  —  pretty 

—  sweet  —  sour  —  hard  —  soft  —  slow  —  fast  —  funny  — 
cold —  warm  —  happy  —  sorry  —  sore  —  dirty  —  clean  — 
cross  —  dead  —  small  —  sick  —  long  —  little  —  tall  —  hun- 
gry —  thirsty. 

THf 

,^iV£RSirY 


46  '  Language  Plan. 

Verbs:— (Past  and  present.)  Run  —  walk  —  jump  —  go  — 
come  —  cry  —  laugh  —  dance  —  like  —  love  —  fall  — see  — 
hit  —  sit  down  —  stand  up  —  bow  —  rise  —  kiss  —  buy  — 
take  —  eat  —  wash  —  push  —  put  —  shake  —  talk  —  make 
—  whip  —  to  be  —  give  —  open  —  shut  —  love  —  sharpen  — 
caught  —  pick  —  write  —  sew  —  get  —  brought  ■ —  break  — 
tear  —  throw  —  lose  —  find  —  fly  —  hop  —  have  —  bring. 


FIRJST  GRADE  A. 

Continue  drill  on    the  verbs  "to  be"  and  "to  have";  especially 
on  "is"  and  "has". 

Do  you  see ?     Yes;  .     No;  I  do  not . 

Does  he  —  she  —  a  boy  etc.  —  see?     Yes;  .     No;  . 

Do  we  —  you  —  they  —  see?     Yes;  .      No;  . 

What  do  vou  —  ?  I  See?     I  ■ . 


What  does  Clara  —  he  —  she  —  etc.  —  see? 

Do  you  like  apples?     Yes; . 

Do  vou  like  mice?     No;  I  do  not . 


Does  he  —  she  —  a  dog  —  etc. ^  like  ?     Yes;  .     No; 


What  do  you  like? 

What  does  he  —  she  —  etc.,  like? 

Do  you  like  to  play?     Yes;  I  .     No;  I  do  not  . 

Does    he  —  she  —  it  —  a   boy   etc.,  .     Yes,  .     No. 


What  do  you  like  to  do? 
Drill  on  the  difference  between: 
What  do  you  like! 
What  do  you  like  to  do? 

What  else ? 

Do  you  —  I  —  want  some  apples? 

Yes;    I   want  some  . 

No;  I  do  not  want  any . 


Does  he  —  she  —  the  boy  —  want  some? 

Yes ; . 

No;  he  does  not  want  any. 

Continue  as  with  "like";  drill  on  the  difference  of  "want' 
and  "  want  to  do.  " 

Can  you  —  he  —  she  —  it  —  a  boy  —  a  dog  — ? 

Yes:   .      No;  . 

What  can  you  —  he  —  she  —  it  —  we  —  they  —  a  cow  — 
a  dog  —  a  bird  —  etc. ,   do? 

How  many  ? 

What  color ? 

What  shape  ? 

Are  all  apples  red?     Some  are ,  and  some . 

One  is  —  the  other  is  — . 

A  few  are  —  the  others  are  — . 


Langitage   Playi.  47 

Two  are  —  the  others  are  — . 

What  did have? 

What  will have? 

What  was  —  were  — ? 

What  will be? 

Did have? 

Was were a  boy?  J  Drill  on  omission  of  article  with 

Was were cold?    |      predicate  adjective, 

Will  you  have ?     I  shall .     You  will. 

Will  you  be  cold? 

Will  you  be  a ? 

Did  you  see ? 

What  did  you  see ? 

Will    you  see ?  —  buy  —  eat  —  etc.  —  take  —  find  — 

sharpen  —  catch  —  throw  —  bring  —  get  —  etc. 

What  will  you  see ? 

After  the  complete  sentence   is  thoroughly  mastered,  take  up 
the  short  answer. 
Idioms. 

Never  mind. 

It  does  not  matter. 

Make  fun  of, 

Go  on. 

Go  ahead. 

Put  —  on. 

Has  —  on. 

Put  —  off. 

Pass  —  on. 

Go  by. 

Turn  round. 

Hold  up. 

Get  up. 

Get  ready. 

Look  for. 

Find  out. 

Take  care  of. 

SECOND  GRADE. 

Drill  every  day  on  the  verbs  "to  be"  and  "to  have";  state- 
ment, question;  affirmative,  negative;  present,  past  and  future 
tenses. 

It  is  suggested  that  the  teacher  make  a  set  of  charts  contain- 
ing sentences  with  blanks  to  be  filled  out  by  the  pupils. 

Example: — A  robin  a  bird. 

A  robin  feathers. 

I  am . 

I  am  a  . 


My  father a  carpenter. 

A  cow  a  calf,  etc. 


48  Language  Plan. 

Instead  of  using  the  singular  form,  as: —  "Have  you  a  book?", 
use  "Have  you  any  books?",  any  brothers,  etc.  Yes;  I  have 
some .      No ;  I  have  not  any . 

Add  the  expression  "have  on". 

Have  you  your  watch  on?     Yes;  I  have  my  watch  on. 

Have  you  your  watch  on?     No;  I  haven't  any  watch  on. 

Take  all  the  verbs  given  in  the  list  and  use  them  in  the  pres- 
ent, past  and  future.  Add  the  expressions: — "have  on",  "put 
on",  "take  oft",    "wear". 

Example: — Do  you  wear *? 


Does  he  —  she  —  wear ? 

Did  wear? 

Will wear? 

What  do  you  wear? 

What  does  she  wear? 

What  did  she  wear? 

What  will  he  wear?  etc. 
Use  progressive  form  where  practicable. 
Example:  —  "Sew". 

Do  you  sew?     Are  you  sewing? 

Does  she  sew?     Is  she  sewing? 

Did  she  sew?     Was  she  sewing? 

Will  she  sew?     Will  she  be  sewing? 

What  does  she  do?     What  is  she  doing? 

What  is  she  sewing? 
What  does  a  cat,  a  dog,  a  cow,  a  bird,  a  sheep,  a  horse,  a  rat, 
a  mouse,  a  lion,  etc.,  do? 

Use  short  answers  to  develop  the  idea,  but  have  pupils  speak  the 
complete  sentence  before  you  leave  it. 

Warren  Robinson's  "Bracket  System"  is  very  helpful  with 
the  following. 

Who? 

What?  What  has  a  pin?  a  dog  —  a  horse  —  a  cow  —  a 
sheep  —  a  cat  —  a  bird  —  a  knife  —  a  book  —  a  table  —  a 
chair  —  a  dress  —  a  coat  —  a  hat  —  a  ring  —  a  watch  —  a 
window  —  a  room  —  etc. 

What  is  on  the  table?     A  book. 

On  what  is  the  book?     On  the  table. 

What  barks?     A  dog. 

Review: — What  does  a  cat  do?     Laps  milk. 

What  laps  milk?     A  cat. 

Where? — Where  is  —  are  —  ? 

Where  was  —  were  —  ? 

Where  will  —  be? 

Where  do  you  play,  sew,  write,  swim,  skate,  have  your  pic- 
nic, pick  flowers,  etc.  ? 

Where  does  take  the  car,  get  off  the  car,  go  coasting,  go 

skating? 


Language   Plan.  49 

Where  are  or  is  standing,  sitting,  running,,  playing,  go- 
ing, etc.  ? 

Where   did put,    buy,   sell,    lay.    place,    find,    lose,    take, 

jump,  etc.  ? 

Where  \cill sew? 

Where  did  you  get  ? 

Is    there   a  book  on    the    table?      Yes;    there    is  .       No; 

there  is  not  any . 

Where  is  there  a  book?     There  is . 

What  is  there  on  the  table?     There  is  a  book  on  the  table. 

Whose ?     Whom  ?     To  whom  ? 

When  ?  To-day,  to-morrow,  this  morning,  this  after- 
noon, to-morrow  morning,  yesterday  morning,  yesterday,  day 
before  yesterday,  before  school,  after  school,  by  and  by,  after 
awhile,  soon,  in  a  little  while,  at  recess,  at  noon,  during  lunch 
time,  this  week,  last  week,  next  week,  next  month,  during  va- 
cation, two  weeks  ago,  in  two  weeks,  a  week  from  to-day,  a 
week  ago,  etc. 

At  what  time  ? 

What  time  ? 

What  month  ? 

What  season  ? 

What  year ? 

How  many  are  there  ? 


What  would  you  like  to  have? 

What  would  you  like  to  play?  Tag,  hide  and  seek,  ball,  base- 
ball, I  spy,  a  guessing  game,  going  to  Jerusalem,  charades, 
etc.  ? 

What  do  you  think? 

Would  you  like  to  have,  to  play,  etc,?  Yes;  I  should  \\kQ  to 
have,  etc. 

Would  he  like  ?     Yes;  he  icould. 

This  —  these. 

That  _  those. 

Is  this  pretty?     Yes,  this  is  . 

Is  this  a  book?     No;  this  is  not  . 


Let  us  play,  sew,  run,  jump,  hop,  skip,  jump  the   rope,    play 
ball,  play  hide  and  seek,  slide,  skate,  go   coasting,   go    skating, 
take  a  walk,  go  in-d'^ors,  go   out  of  doors,    go    downstairs,    eat 
our  lunch,  play  in  the  basement,  go  to  the  store,  etc. 
School  furniture. 
House  furniture. 
Kitchen  utensils. 

Meats,    fruits,    vegetables,    trees,     flowers,    nuts,     minerals, 
grains. 

A  pair  of .  A   piece  of .  . 

A  glass  of .  A  bag  of 

A  sheet  of .  A  bar  of . 


50 


Language   Plan, 


Idioms. 


[Review  of  those  of 
on  tip-toe. 
on  foot, 
set  on  fire, 
put  to  sleep, 
put  to  bed. 
play  sick, 
think  much  of. 
show  off. 
set  down, 
put  in  order, 
make  believe, 
go  coasting, 
pull  into  pieces, 
cut  in  half. 


First  Grade.] 
on  the  sly. 
go  to  bed. 
get  out  of  the  way. 
get  up. 
get  ready, 
get  into  a  carriage, 
get  into  trouble, 
get  out  of  prison, 
get  away, 
make  fun  of. 
promise  to  be. 
go  skating, 
cut  in  two. 
tear  in  two. 


THIRD  GRADE. 


The  perfect  tense  is  introduced. 

What  does do?     A  cat?  a  dog?  a  cow?  etc. 

What  do do?     First  thing  in  the  morning? 

What  did  you  do?  then?  next?  at  recess?  at  noon?  after 
school?  when  you  get  home?  after 
breakfast?  after  lunch?  before  break- 
fast? before  dinner?  before  you  go  to 
bed?  when  you  get  up  in  the  morning? 
at  three  o'clock?  etc.,  a  few  minutes 
ago? 

Are  you  going  to ?     What  will  you  do?     What  are  you 

going  to  do?  What  will  the  boy  do?  [The  pictures  in  Mrs. 
Sweet's  books  are  quite  suggestive.] 

Will  you  let  me  see  ? 

Must  you  do  ? 

Must  you  have? 

Must  you  do? 

What  do  you  do  with? 

What  did  you  do  with  ? 

What  will  you  do  with ? 

What  will  you  be ?     become? 

What  would  you  like  to  be  ?     [Tiades.  ] 


What  must  you  do? 
Have  you  ever  seen 
Have  you  ever  been 
Did  you  ever  find  — 

What  kind ? 

Did  vou  ever  see  — 


Did  you  ever  see 
— ?         Were  you  ever  — 

?        Will  you  ever  be 

.?  buy?  sell?  fall,   etc? 

What  sort? 


Language  Plan^  51 

Were  you  ever ? 

Will  you  ever  be  ? 

What  sort ? 

Which ? 

In  which  ? 

Behind  which  ? 

By  which  ? 

Which ?         Adjectives  phrases  and  adjective. 

Behind  which  ?         For  which ? 

By  which  ?  Whom  ? 

To  which ?  To  whom? 

For  whom ?  By  whom ? 

Near  whom  ?  etc. 

What  is made  of? 

Of  what  is  made? 

What  is  it  used  for? 

For  what  is  it  used? 

What  is  its  use? 

Of  what  use  is  it? 

What  is  it  good  for? 

For  what  is  it  good? 

Why? 

Example: — "Why  did  your  mamma  go  down  town? 

She  went  to  see,  to  buy,  to  visit.      Because  she. . 

In  which  direction? 

How  much  ?  How   long  ?  How  short ? 

How  often  ?  How  many  times ?  How  tall ? 

How  high  ?  How  far  ?  How^  wide ? 

How  broad  ■ ?  How  narrow  ?       How  deep  ? 

How  thick ?  How  heavy  ?  How  large- ? 

How    thin  ?  How  small ? 


How  does look?  cross,   sad,  solemn,  happy,  angry,  proud, 

pleasant,  silly,  wise,  foolish,  pretty,  handsome,  homely,  dirty, 
clean,  neat,  tidy,  untidy,   sweet. 

What  happened? 

What  is  the  matter? 

Prepositions : 

Review  those  of  the  second  grade  and  add: — during,  until, 
since,  among,  down,  up,  before,  toward,  far  from,  near  to, 
next  to,  in  the  middle,  north  of,  northern  part  of,  about, 
against,  below,  above,  over. 

Trades. 

A  carpenter,  a  tailor,  a  shoemaker,  a  shipbuilder,  a  shepherd, 
an  author,  a  cooper,  a  doctor,  a  dentist,  a  painter,  a  printer,  a 
gardner,  a  mason,   a  dairyman,  a  letter-carrier,   mail  carrier,  a 


62 


Language   Plan. 


dressmaker,  a  policeman,  a   conductor,  a  motorman,    a   farmer^ 
a  teacher. 


bag  of  - 
piece  of 
pair  of  - 
bar  of  — 


A 
A 

A 
A 
A 
A 
A 
A 
A 

A  jug  of 

A  pitcher  of  - 
A  package  of- 
A  bunch  of  — 

A  roll  of  

A  strand  of  - 
A  load  of  


glass  of  - 
sheet  of  - 
basket  of 
spool  of  - 
plate  of  — 


Several 

A  few  - 

A 

A 

A 

A 

A 

A 


pane  of  -  - 
case  of  — 
barrel  of  - 
vase  of  — 
cup  of  — 
dish  of  — 

A  jar  of  

A  barrel  of  - 
bundle  of 
parcel  of  - 
sack  of  — 
bale  of  — 
pail  of  — 


A  basketful 
A  boxful  — 
A  box  of  — 


A  string  of  . 

A  paper  of . 

A  couple  of . 

A  loaf  of  . 

A  piece  of  loaf  sugar 

A  bolt  of . 

A  bottle  of . 

A  ball  of . 


A  box  of  crayon 

A  iDlock  of  — "—. 

A  stick  of  . 

A  skein  of . 


Tdioms. 


press  on 

go  coasting 

take  care  of 

it  does  not  matter 

make  yourself  at  home 

make  fun  of 

tpke  off 

put  off 

pass  on 

go  by 

has  on 

come  to 

draw  near 

go  from 

turn  round 

run  round 

spring  up  ^ 

fade  away 

hold  up 

rouse  up 

strive  together 

find  out 

take  up 

ouorht  to  have 

look  for 


pull  into  pieces 
go  skating 
in  its  place 
never  mind 
make  faces 
struck  me  funny 
look  cross 
look  sad 
look  solemn 
look  happy 
shed  tears 
look  angry 
proud 

look  pleasant 
look  silly 
look  wise 
look  foolish 
aim  at 
bring  about 
long  for 
throw  off 
pull  off 
are  you  going 
look  on 
look  after 


Language  Plan,  53 


FOURTH  GRADE. 

Special  drill  on  why.      Why  ?  to  buy  ,  because  , 

for  the  sake  of ,  on  account  of . 

What  happened ? 

What  is  the  matter  ? 

How   ?     Which   ?     Adjective    phrase   and    adjective 

and  adverbs.  [Seelist.J  I  saw  falling,  heard  sing-ng,  went  skat- 
ing, went  to  see,  went  to  buy,  tried  to  open,  wants  me  to  do, 
makes  me  work,  etc.,  going  to  do. 

What  do  you  think ? 

How  do  you  know ? 

What  makes  you  think  ? 

What  for?     For  what? 

What  is used  for? 

What  is  good  for? 

Of  what  is  made? 

What  relation  is  to  ?  father,  mother,  son,  daugh- 
ter, uncle,  aunt,  niece,  nephew,  cousin,  grandfather,  grand- 
mother, grand-daughter,  grandson. 

Are  you  cold  or  warm?     A  boy  or  a  girl?  land  or  water?  etc. 

It  is  not  a  boy,  nor  a  girl.     It  is  neither  a  boy  nor  a  girl. 

Any,  anybody,  somebody,  nobody,  nothing,  something,  some- 
one, no  one,  not  any,  not,  nor  —  neither;  or  either,  (either  — 
meaning  all,  each  and  both,)  himself,  herself,  etc.  ;  one  of  them, 
the  other,  few,  some,  so  well  as,  as  neatly  as,  so  good  as,  not  so 
pretty  as,  as  softly  as,  not  so  quickly  as,  etc. 

Participle  and  infinitive: — To  work  is .   By  working . 

Picking  up  a  stick  he  stumbled. 

Used.     Used  to  teach,  etc. 

While  skating,  while  running,  etc. 

It  is  wrong. 

It  is  a  pity. 

It  is  easy  to. 

Ought . 

Need  to . 


It  is  necessary  . 

It  is  against  the  rules  of  the  school. 

It  is  impolite  

It  is  an  offense  to  . 

It  is  criminal . 

It  is  kind. 

It  is  hard  to  . 

It  is  right 


It  is  polite  to . 

It  is  naughty  to . 

It  is  against  the  law  to . 

It  is  against  the  rules  of  the  school. 
Compound  sentences. 


54  Lmiguage  Plan. 

Connectives: — and,  but,  because,  therefore,  although,  unless, 
tried  but  could  not. 

Sentences  in  the  active  and  passive  voice. 

Choose  sentences  in  which  the  interrogative  pronouns  would 
be  the  same. 

Example: — A.  city  was  destroyed  by  fire. 
Fire  destroyed  a  city. 
What  was  destroyed? 
What  destroyed? 
Fred  pushed  Mary. 
Who  pushed? 
Who  was  pushed? 
Do  not  choose  sentences    like:      "Mary  wrote    a    letter,"    for 
when  you  ask  the  question,    "Who  wrote?  it  would  be  answered 
correctly  as  it  is  known  that  "Who"  calls  for  a  name,  and    the 
difference  between  the  active  and  the  passive  may  not  be  under- 
stood. 

Prepositions. 

Review  those  of  the  second  and  third  grades  and  add: — dur- 
ing, since,  "until,  besides,  without,  with,  within,  before,  beyond, 
far  from,  near  to,  next  to,  in  the  center  of,  to  the  right,  to  the 
left,  about,  like,  by  way  of,  except,  but,  among,  amid,  to  (too, 
two). 

Likes  to  do,  to  eat,  to  run,  etc. 

Wants  to  sew,  to  read,  etc. 

Wants  me  to  jump,  to  make  a,  etc. 

Tries  to  sew  well,  read  fluently,  etc. 

Expects  to  visit,  etc. 

Infinitives. 

To  read  is  enjoyable. 

It  is  enjoyable  to  read^  etc. 

What  can  you  do  to  make  him ? 

Ought  to  know, — to  do,  etc. 
It  is  wrong  to  do . 

Participles. 

Saw  a  snake  crawling . 

Picking  up  a  stick . 

Taking  a  switch  he , 

A  hunter  walking  over  the  mountains . 

A  hunter  taking  aim . 

A  hunter  raising  the  gun . 

A  man  whipping  his  horse . 

A  boy  taking  out  his  handkerchief . 

A  girl  carrying  a  pitcher,  etc. 

—  for  doing  good. 

—  for  setting  fire  to  a  barn. 
For  breaking  the  laws. 


Language   Plan. 


55 


For  crossing  the 
For  being  late. 
For   making. 
For  stealing. 
For  sending. 
For  writing,  etc. 

In  learning. 
In  making. 
In  idling. 
On  leaving. 
On  coming. 
On  exchanging. 
On  seeing. 
By  eating. 
By  falling. 
Without  working. 


street. 


In  smoking. 
In  doing  good 
On   returning. 
On  making. 
On  receiving. 
On  hearing. 
By  stamping. 
By   working. 
By  studying. 
Without  running. 


Without  hurrying 
Without  stopping. 
Without  buttoning. 
Without  wishing. 
Without  putting. 


Some  Suggestive  Questions. 


Used :     - 

Who  used  to  teach  your  class? 

Who  used  to  be  president? 

What  did  Lincoln  do  when  he  was  a  boy? 

Where  did  the  Indians  use  to  live? 

Where  did  you  use  to  go  to  school? 

Double  questions: 

Can  you  see  and  hear?     I  can  see  but  I  cannot  hear 

Can  you  speak  and  write? 

Can  you  swim  and  skate? 

Can  you  sew  and  knit?     I  can  sew  and  knit  also. 

Can  you  fly  and  run? 

Can  you  write  your  own  name  and  mine?  My  name  as  well 
yours. 

Can  you  write  your  father's  name  and  those  of  your  brothers 
and  sisters?  Yes;  I  can  write  my  father's  name;  also  those  of 
my  brothers  and  sisters. 

Can  you  churn  and  make  cheese?  I  can  neither  churn  nor 
make  cheese. 

Can  you  eat  bread  and  stones? 

Can  you  drink  milk  and  salt  water? 

Are  you  sitting  and  sleeping? 

Are  you  talking  and  crying? 

Are  you  writing  and  crying?     Neither  writing  nor  crying. 

Have  you  a  pen  and  a  watch? 

Has  he  a  beard  and  a  mustache? 

Is  a  river  land  or  water? 


66  Language  Phji. 

Is  a  peninsula  land  or  water?  etc. 

Have  you  seen  a  rabbit  and  a  mouse?     Both. 

Have  you  seen  a  tiger  and  a  lion?     Neither. 

Do  you  like  dogs  and  rats? 

Here  are  two  apples,  which  one  will  you  have?     Either. 

What  would  you  like  for  tea raspberries  or  blackberries? 

Where  will  you  spend  your  vacation?  Either  at  Beaver  Lake 
or  Pine  Lake,  etc. 

Do  you  like  cats  and  dogs?     I  like  cats  as  well  as  dogs. 

Do  you  like  Mr.  — —  as  well  as  your  father?  No;  I  do  not 
like  Mr. as  well  as  my  father. 

Who  is  the  tallest  and  who  is  the  shortest  pupil  in  the  school? 
etc. 

You  may  sit  at  either  side  of  the  table,  etc. 

Adjectives: 

Very  much — afraid,  ashamed,  delighted,  disappointed,  pleased, 
displeased,  excited,  interested,  frightened,  scared,  grieved,  pro- 
voked, troubled,  disliked,  honored,  obliged,  confused,  tired, 
learned,  animated,  talented,  distinguished,  celebrated,  elevated, 
polished,  degraded,  insulted,  offended. 

Well — educated,  informed,  versed,  prepared,  satisfied,  trained, 
managed,  dressed,  cooked,  written,  arranged,  behaved,  con- 
ducted, painted. 

Very — charitable,  honest,  moral,  guilty,  fierce,  modest,  novel, 
sincere,  efficient,  well-to-do,  comfortable,  handsome,  beautiful, 
graceful,  charming,  pretty,  successful,  neglectful,  influential, 
sensible,  juicy,  amiable,  pleasant,  silly,  comical,  funny,  strange, 
curious  (too  bad, ) 

Change    the  adjectives    to   adverbs  and    use  them  all  in  sen- 
tences. 
Adverbs: 

Softly,  neatly,  quietly,  rapidly,  gently,  prettily,  beautifully, 
industriously,  diligently,  intelligently,  thoughtfully,  carefully, 
modestly,  quickly,  honestly,  fiercely,  sincerely,  lovingly, 
pleasantly,  sensibly. 

Adverbs  of  place: — here,  there,  thither,  hither,  yonder,  away^ 
wherever,  nowhere,  where,  nigh,  on,  without,  within,  to-and-fro. 

Adverbs  of  time: — soon,  presently,  immediately,  to-morrow,, 
always,  never,  seldom,  suddenly,  often,  formerly,  then,  when,, 
whenever,  now,  recently,  lately,  still. 

Idioms: 

choose  sides  get  along 

cut  across  get  on 

cut  out  get  over 

call  on  get  at 

come  across  get  hold  of 

come  nigh  to  get  used  to 


Language   Plan. 


57 


come  true 

cast  anchor 

carry  out 

carry  on 

carry  through 

come  about 

cannot  sleep  a  wink 

drop  off 

every  little  helps 

eat  away 

figure  out 

fool  with 

for  example 

get  used  to 

get  the  hang  of 

get  hold  of 

get  through 

get  rid  of 

make  sure 

make  up  my  mind 

make  yourself  at  home 

make  room  for 

make  out 

make  up 

make  believe 

on  foot 

one-sided 

out  of  work 

on  tip-toe 

on  the  sly 

out  of  temper 

put  up  (at  a  hotel) 

put  up  with 

put  up  (fruit) 

promise  to  be 

put  to  death 

put  to  sleep 

put  to  bed 

put  to  shame 

put  an  end  to 


get  out  of 

go  out  (fire) 

go  off 

go  without 

gone  for  good 

mind  your  own  business 

help  yourself 

help  out 

inside  out 

it  will  not  do 

look  it  up 

long  for 

look  after 

play  sick 

pay  back 

put  on  airs 

put  to  blush 

run  down 

run  down  (clock) 

set  in  order 

set  a  going 

set  fire  to 

sit  down 

set  a  trap 

shut  off 

set  about 

stand  by 

set  on  fire 

show  off 

shake  head 

set  in 

second-hand 

set  for 

that  will  do 

think  much  of 

turn  out  the  light 

turn  up  the  light 

turn  down  the  light 

turn  down  a  person 


58 


Language  Plan. 


FIFTH  GRADE. 

Complex  sentence. 

Connectives: — who,  whose,  whom,  that,  which,  what,  where, 
when,  how,  why,  before,  after,  while,  to  whom,  for  whom,  for 
which,  in  which,  by  whom,  etc. 


How  long ? 

What  distance           ? 

How  deep  ? 

What  width           ? 

How  far ? 

What  heft           ? 

How  wide ? 

What  thickness 

How  heavy  ? 

What  height           ? 

How  thick ? 

What  number ? 

How  high           ? 
How  many  ? 

What  quantity ? 

What  kind           ? 

How  much  ? 

How  old           ? 

What  quality  ? 
What  age          ? 

How  much ? 

What  price           ? 

How  large ? 

What  cost ? 

How  in  every  form. 

What  amount ? 

How  long  sinte? 

What  size ? 

What  length            ? 
What  depth           ? 
How  long  until? 

Is  it  long  since? 

How  do  you  get? 
How  do  you  make? 

How  do  you  do? 

How  long  does  it  take? 

How  did  you  make? 

How  did  it  happen? 
How  did  he  do           ? 

How  would  you  do  

.? 

How  does  it  look? 

How  dressed? 

How  does  he  ,  well 

Since  when? 

or  poorly  ? 

Until  when? 

Made  of,  —  made  into,  - 

—  made  from,  —  made  out  of. 

What  variety? 
What  character? 
What  characteristic? 
What  kind  of  taste  — 


by. 


thing 


place? 


Adjective  and  adverbial  phrases: — easy-going,  ever  so  much, 
empty-handed,  free  and  easy,  far  from  bad,  far  more,  true  blue, 
true  as  steel,  true  as  gospel,  think  much  of,  too  hard  on,  uphill 
work,  well  to  do,  well  off,  worn  out,  with  open  arms,  out  of  date, 
stylish,  fashionable,  out  of  patience,  open-handed,  open-hearted, 
high  minded,  happy-go-lucky,  long-winded,  look  black,  hale  and 
hearty,  outright,  upright,  sour,  put  out,  look  grave,  intelligent, 
industrious,  magnanimous,  charitable,  generous,  liberal,  narrow- 
minded,  broad-minded,  sincere. 


Language   Plan. 


59 


Used  as  prepositions, — put,  of  (off),  throughout,  next,  nigh, 
as  to,  as  for,  on  this  side,  on  that  side,  alongside,  by  way  of, 
instead  of,  for  the  sake  of,  in  order  to,  on  account  of,  except. 

Review  conjunctions:  and,  but,  either,  or,  neither,  nor. 


Idioms. 


at  a  loss 

at  all  times 

at  all  hours 

all  sorts  of 

as  one  pleases 

arm-in-arm 

apt  to 

a  peck  of  trouble 

about  to  be 

bound  for 

bear  in  mind 

broken  up 

bear  fruit 

back  out 

back  down 

by  one's  self 

burst  out  laughing 

burst  into  tears 

by  the  week 

by  the  month 

by  the  piece 

by  way  of 

by  name 

cut  up 

change  one's  mind 

come  short  of 

cut.  it  short 

catch  up  with 

catch  it 

cut  across 

come  to 

do  away  with 

do  without 

drop  me  a  line 

draw  near 

drive  one  to  distraction 

do  up 

end  is  near 

examine  into 

feel  at  home 

fly  into  a  rage 

fall  out 

for  instance 

from  top  to  toe 


have  no  backbone 

head  first 

hold  over 

have  your  hands  full 

have  a  care 

have  your  own  will 

in  person 

in  and  out 

in  a  mood 

in  a  body 

in  the  wa}^  of 

in  secret 

in  private 

in  detail 

lend  a  hand 

leave  over 

look  over 

look  hard  at 

lose  no  time 

laugh  with  the  rest 

leave  off 

leave  alone 

leave  to  die 

lie  at  anchor 

lay  before 

make  light  of 

make  the  best  of 

make  the  most  of 

make  much  of 

next  to  nothing 

not  used  to 

out  of  fashion 

out  of  keeping 

out  of  season 

out  of  respect 

out  of  love 

out  of  patience 

on  purpose 

overlook 

overhear 

out  of  reach 

set  on  foot 

set  eyes  on 

stand  up  for 


GO 


Language   Plan, 


from  head  to  foot 
fly  in  pieces 
give  way 
go  halves 
good  taste 
hang  dog  look 
head  for 
head  on 
have  an  eye  on 


strike  a  light 
speak  to  one's  face 
steal  away 
see  to  it 
tickled  to  death 
take  pains 
take  steps  to 
turn  out 


SIXTH  GRADE. 


Complex  and  compound  sentences. 

Because,  therefore,  hence,  if,  whether,  though,  although,  that^ 
since,  until,  before,  after,  while,  besides,  except,  where,  when, 
who,  whose,  whom,  what,  which,  to  whom,  for  whom,  by  whom, 
near  whom,  next  to  whom,  to  which,  for  which,  by  which,  near 
which,  between  which,  from  whom,  from  which,  unless,  lest,  for, 
as,  else,   yet. 

Prepositional  phrases: — From  here,  from  beyond,  from  the 
top,  before  then,  at  once,  between  now  and  then,  on  high,  from 
under,  from  behind,  for  good,  instead  of.  on  top  of. 

What  was  done  to?  ^ 

What  was  done  with?      t  All  tenses. 

What  will  be  done  to?    ) 

What  will  be  done  with? 

What  would  you  do  if? 

What  would  you  do  with  if ? 

What  may  happen  if ? 


What  might  happen  

What  will  vou  do  when? 


if 


Idioms. 


hard  by 

have  your  own  way 

have  tested 

have  the  blues 

in  doubt 

in  spite  of 

it  pays  to 

in  want  of 

in  particular 

in  broad  daylight 

keep  up  with 

keep  clear  of 

lay  off 

light  of  foot 


high  time 

have  no  business  to 

have  Lo  backbone 

in  error 

in  suspense 

in  keeping  with 

in  sight  of 

in  general 

in  a  rage 

it  is  likely 

keep  up  thinking 

lay  down  their  arms 

lose  heart 

look  out  for  number  one 


Language   Plan. 


61 


lifelong 

let  one  off 

miss  the  train 

on  hand 

on  the  war  path 

on  business 

out  of  power 

on  duty 

take  place 

take  interest  in 

take  cold 

take   aim 

take  up  arms 

take  to  one's  heels 

take  to 

turn  out  (manufacture 

turn  up 

take  the  trouble 

up  to  something 

all  at  sea 

all  the  rage 

at  best 

all  the  year  rouna 

all  the  same  to 

beyond  question 

bring  on 

by  chance 

behind  time 

black  and  blue 

but  for 

cast  down 

come  to  grief 

calls  for  —  need 

drive  one  mad 

drag  by  (time) 

elbow  room 

fall  short  of 

fritter  away 

for  your  age 

for  all  one  knows 

fall  off 


leave  for 

make  out  to 

over  head  and  ears  in 

oft'  hand 

out  of  fashion 

out  of  date 

off  duty 

out  of  the  way 

take  sides 

take  root 

take  effect 

take  part  in 

take  to  heart 

take  by  surprise 

turn  up  one's  nose 

take  a  look  at 

take  a  hint 

tco  hard  on 

you  can  depend  on  it 

at  any  rate 

after  the  manner  of 

all  the  world  over 

all  cne  to 

by  all  means 

bear  examination 

by  no  means 

by  main  strength 

before  long 

believe  to  be 

break  into  (a  run) 

come  to  a  standstill 

cut  and  dried 

carried  off 

dart  up  a  tree 

eye  witness 

eyes  kindled 

fall  in  with 

fly  at 

feel  put  out 

few  and  far  between 

from  place  to  place 


62  Langiiage   Plan. 


SEVENTH  GRADE. 

What  fare  ? 

What  rent  ? 

What  wages ? 

What  salary ? 

What  is  it  like? 
Where: 

In  which  place ? 

In  which  part? 

In  which  quarter? 

In  which  ward? 

On  which  side? 

In  which  direction? 

In  which  position? 

When ?     Day    by    day;    every   now    and    then;   at    last; 

presently;  early  and  late;  for  the  time  being;  from  time  to  time; 
from  now  on;  in  good  time;  in  less  then  no  time;  in  the  course 
of  time;  in  broad  daylight;  in  the  meantime;  in  time  to  come; 
in  time  past;  in  the  first  place;  many  a  time;  once  upon  a  time; 
on  time;  over  time;  of  laie;  right  away;  of  late  years;  on  second 
thought;  up  to  date;  on  the  spur  of  the  moment;  on  short 
notice;  time  and  again  ;  as  time  slips  by;  year  after  year;  of  late 
years;  right  along;  year  in  and  year  out;  in  good  time;  in  due 
time;  lifelong;  livelong;  last  moment. 

What  o'clock?     What  time  of  year?  day? 

In  what  year?  part  of  year? ? 

In  what  month? 
In  what  week? 

On  which  day? 

During  which  time season, — period, — decade, — -century? 

Near  what  time?     About  what  time? 

Difference  between:  I  saw  a  boy  falling,  and,  1  saw  a  boy 
who  fell? 

Expect,  think,  hope,  intend,  mean,  imagine,  recognize,  sup- 
pose, recollect,  remember. 

Connectives: —  yet,  however,  still,  only,  nevertheless,  for, 
then,  whether  or,  as  well  as,  as  long  as,  as  yet,  as  soon  as, 
whence,  for  that,  provided,  so  that,  in  order  that,  seeing  that, 
for  all  that,  knowing  that ,  even  though,  in  case,  owing  to. 

Prepositional  phrases: —  in  regaid  to,  according  to,  at  ease, 
on  board,  on  fire,  at  hand,  on  the  whole,  for  the  present,  on 
account  of,  in  vain,  from  beyond,  in  that  place,  with  haste,  in 
consequence. 


Language  Plan. 


63 


Idioms : 

handed  down 

have  a  hand  in 

heels  over  head 

have  reason  to 

ia  all  respects 

in  view  of 

in  the  face  of 

in  accordance  with 

in  any  case 

in  hopes 

in  my  heart 

in  turn 

lead  to 

lose  one's  temper 

lay  up 

meet  your  eye 

on  the  point  of 

pay  in  advance 

run  through 

run  a  risk 

run  down 

rests  with  one  to 

take  heart 

take  in 

throw  light  on 

wheel  around 

wear  and  tear 

worth  while 

time  wears  on 

walk  abreast 

at  all  events 

at  arm's  length 

at  one's  ease 

at  call 

at  death's  door 

bring  down  the  house 

bear  up 

beyond  recovery 

bring  about 

break  down 

bury  the  hatchet 

cut  the  acquaintance  of 

call  off 

cut  to  the  heart 

come  true 

do  away  w^ith 

down  upon  me 

dead  beat 


has  a  mind  to 

hang  together 

have  an  eye  to 

in  the  long  run 

in  the  main 

in  order  to 

in  the  hope  of 

in  case 

in  vain 

in  behalf  of 

in  demand 

in  cold  blood 

lead  the  life  of 

leave  in  the  lurch 

minute  account  of 

make  for 

on  file 

out  of  the  question 

quit  studying 

run  out  of 

run  in  debt 

ready  money 

take  in  hand 

take   breath 

time  on  one's  hands 

ten  to  one 

within  reach 

wait  a  bit 

with  all  one's  might 

wash  my  hands  of 

you  can  depend  on  it 

at  a  fearful  rate 

about  to  be 

at  a  loss 

at  heart 

at  a  disadvantage 

below  par 

by  turns 

beyond  praise 

break  off 

break  away 

back  number 

catch 

cast  a  glance  at 

chip  in 

conscience  pricked  him 

dead  drunk 

draw  to  a  close 

draw  in 


64  Language   Plan. 

eaten  up  with  envy  en  route 

eyes  flashed  fire  face  the  consequences 

feel  a  sense  of  awe  for  lack  of 

for  a  fact  go  ab  road 

give  to  understand  hold  one's  tongue 

at  this  time  to  rest 


EIGHTH  GRADE. 

Take  for  granted. 

Why,  wherefore,  for  what,   what  for? 
What  was  the  reason? 
For  what  reason?  cause? 
On  what  account? 
On  what  ground? 

For  whose  sake?     On  whose  account? 
Of  what  use? 

For  what  purpose  and  what  was  the  purpose,  expectation,  in- 
tention, design,  aim,  motive? 

What  made do? 

What  led,  induced? 

Review  all  prepositions: — in,  on,  under,  above,  over,  beneath, 
below,  into,  onto,  unto,  from,  frora  behind,  from  beyond,  from 
the  top,  from  below,  from  above,  to,  at,  by,  beside,  besides,  of, 
off,  off  of,  through,  throughout,  till,  until,  upon,  against,  across, 
during,  since,  with,  without,  within,  among,  amid,  but,  around, 
round,  dtwn,  up,  before,  behind,  beyond,  about,  toward, 
amongst,  along,  near,  next,  nigh,  like,  far  from,  near  to,  out 
of,  from  out,  as  to,  as  for,  on  this,  on  that,  by  the  side  of,  north 
of,  in  the  northern  part  of,  by  way  of,  because  of,  for  the  sake 
of,  instead  of,  in  respect  to,  except,  between  now  and  then,  at 
once,  to  here,  till  now,  before  then,  in  the  central  part,  since 
then,  to  rest,  with  haste,  for  long,  at  present,  in  vain,  for  the 
present,  on  the  whole,  at  the  head  of,  in  accordance  with,  ac- 
cording to,  in  regard  to,  in  order  to,  at  ease,  on  board  on  lire, 
at  hand. 

Idiomatic  Expressions. 

as  a  matter  of  course  a  cat  and  dog  life 

a  hard  nut  to  crack  at  stake 

at  one's  time  of  life  all  at  sea 

at  any  rate  an  ax  to  grind 

a  drop  in  the  bucket  at  outs 

at  death's  door  by  fits  and  starts 

beat  about  the  bush  by  word  of  mouth 

bear  telling  bear  repeating 


Language  Plan. 


65 


bone  of  contention 

build  castles  in  the  air 

cannot  find  the  heart  to 

come  by 

chip  in 

dead  in  earnest 

fall  victim  to 

feather  in  your  cap 

from  force  of  habit 

from  hand  to  mouth 

from  my  standpoint 

grind  teeth 

give  way  (to  lose  self  control) 

give  out 

give  vent  to 

give  rise  to 

hand  to  hand 

have  a  finger  in  the  pie 

in  mortal  fear 

in  point  of 

in  defiance  of 

keep  body  and  soul  together 

keep  wolf  from  the  door 

laugh  in  one's  sleeve 

look  on  the  bright  side  of 

make  public 

nip  in  the  bud 

no  royal  road  to  learning 

on  the  fence 

off  duty 

pay  respect  to 

pay  one  back  in  one's  own  coin 

pour  oil  on  the  waters 

pick  a  quarrel 

put  one  off  the  track 

ripe  old  age 

steal  a  march  on 

skirt  the  shore 

sore  need  of 

sidelong  look 

set  heart  on 

till  doomsday 

to  and  for 

under  way 


beneath  contempt 

seen  better  days 

change  hands 

catch  one's  breath 

cost  one  dear 

drive  a  nail  into  one's  coffin 

fix  in  your  mind 

free  and  easy 

from  one  extreme  to  the  other 

from  bad  to  worse 

gain  the  upper  hand 

give  way  (break) 

go  one's  way 

give  heed  to 

hit  the  nail  on  the  head 

hold  one's  temper 

in  a  tight  fix 

in  the  same  pickle 

in  peril  of  one's  life 

in  store 

keep  up  with 

keep  one  in  the  dark 

look  of stole  over  his  face 

mouth  water 

make  friends  with 

not  care  a  cent 

no  use  of  crying  over  spilt  milk 

on  the  occasion  of 

piece  of  one's  mind 

penny  wise,  pound  foolish 

put  in  mind  of 

presence  of  mind 

pick  flaws  with 

run  to  weeds 

struck  dumb 

stick  together 

sleep  over  it 

swallow  one's  anger 

show  colors 

take  a  joke 

tied  to  mother's  apron  strings 

toe  the  mark 

up  to  the  mark 


06  Language  Plan^ 


DRILL  ON  ASK  AND  TELL. 


THIRD  GRADE. 

Command  : — Direct  and  indirect  quotation. 

Example: 

Teacher: — Tell  Gustave  to  shut  the  door,  Agnes. 

Agnes: — Shut  the  door,   Gustave, 

Teacher: — What  did  Agnes  say? 

Pupil: — Agnes  sa^(/,    "Shut  the  door.  " 

Teacher: — What  did  Agnes  do? 

Gustave — Agnes  told  me  to  shut  the  door. 

Statement:— Tell  that. 

Teacher: — Tell  Flora  that  you  have  five  cents,  Mary. 

Mary: — I  have  five  cents. 

Teacher: — What  did  Mary  say? 

Pupil: — Mary  said,    "I  have  five  cents. '" 

Teacher:— What  did  Mary  do? 

Pupil: — Mary  told  Flora  that  she  had  five  cents. 

Question: — Asked    if. 

Teacher: — Natie,  ask  Flora  if  she  still  lives  on  Thirty-sixth 
Street? 

Natie: — Do  you  still  live  on  Thirty-sixth  Street? 

Flora: — Yes,  I  still  live  on  Thirty-sixth  Street. 

Teacher: — What  did  Natie  say? 

Pupil: — Natie  said,    " .  " 

Teacher: —What  did  Natie  do? 

Pupil. — Natie  asked  Flora  if  she  still  lived  on  Thirty-sixth 
Street. 

Teacher:— What  did  Flora  say? 

Pupil: — Flora  said,  "Yes,  T  still  live  on  Thirty-sixth 
Street. '  " 

Teacher:— What  did  Flora  do? 

Pupil: — Flora  told  Fannie  that  she  still  lived  on  Thirty- 
sixth  Street. 

Asked  who  —  when  —  what  —  where  —  how  old  —  how 
manv  —  at  what  time  —  where  there  was  —  what  there  was  — 


Language  Plan. 


6Y 


whose  whom  what    kind  —  which  —  in    which  —  behind 

which  —  for    which  —  to   which  —  to    whom  —  by    whom  — 
near  whom  —  of  what  —  what  color  —  what  shape  —  etc. 


Can  you ? 

Must  you ? 

Will  you ? 

Do  you  have  to ? 

Are  you  going ? 

May  I ? 


could. 

must. 

should  and  would. 

had  to. 

was  going  to  (do). 

might. 


Command:  — 


FOURTH  GRADE. 


Example: 

Teacher: — Annie,     tell  Myrtle  to    tell  Walter   to  •  clean     the 
board. 

Annie: — Myrtle,  tell  Walter  to  clean  the  board. 
Teacher:— What  did  Myrtle  do? 
Pupil: — Myrtle  told  Walter  to  clean  the  board. 
Teacher: — What  did  Annie  do? 

Pupil: — Annie     told    Myrtle    to    tell    Walter    to    clean     the 
board. 

Teacher:— What  did  1  do? 

Pupil : — You  told  Annie  to  tell  Myrtle  to  tell  Walter   to  clean 
the  board. 

Teacher:— What  did  Walter  do? 
Pupil: — Walter  cleaned  the  board. 
Teacher:-  What  did  Annie  say? 

Pupil: — Annie  said,   "Tell  Walter  to  clean  the  board." 
Teacher: — What  did  Myrtle  say? 
Pupil: — Myrtle  said,   "Clean  the  board." 

[Question  and   statement  treated  in  the  same  way.     Take  all 
forms  given  in  third  grade.] 

Ask  him  for  a  pencil  in  three  ways. 

Please  let  me  have  your  pencil. 

May  I  have  your  pencil? 

Will  you  let  me  have  your  pencil? 
What  did  I  do?  [three  ways.] 

You  asked  him  to  let  you  have  his  pencil. 
Tell to  open  the  window  in  three  ways 

Please  open  the  window. 

Will  you  open  the  window? 

You  should  open  the  window. 
What  did  I  do? 

You  told  him  to  open  the  window. 

You  told  him  that  he  should . 

You  asked  him  to  open . 

You  asked  \i\m  if  he  icoidd   open  . 


68  Language  Plan, 


Do  not  play  on  the  sidewalk. 

What  did  I  do? 

You  told  me  not  to  play  on  the 
You  told  me  that  I  should  not 


[Drill  especially  upon   the  negative  form. 

Let  child  give  the  command  as  well  as  the  statement.] 


FIFTH,   SIXTH  AND  SEVENTH   GRADES. 

In  connection  with  the  review  of  fourth  grade   work,  add   the 
negative  in  all  forms. 

Example:  — 

Command.      "Shut  the  door."     What  did  I  do? 

You  told  me  to  shut  the  door. 

You  told  me  what  to  do. 

You  told  me  what  to  shut. 

Do  not  shut  the  door. 

You  told  me  what  not  to  do. 

You  told  me  what  I  should  not  shut. 

You  told  me  what  not  to  shut. 

Statement:  — 

Your  mittens  are  in  your  pocket. 

You  told  me  that  my  mittens  were  in  my  pocket. 

You  told  me  where  my  mittens  were. 

You  told  me  what  was  in  my  pocket. 

The  same  negative: 

You  told  me  where (the  mittens  were.) 

where (there  were  some  mittens.) 

when  

what  happened. 

In  like  manner  take 

She  told  me  to  .      She  told  me  that  I  should. 

She  told  me  that  I  ought  to . 

You  told  me  to  tell  her  to . 

You  told  me  1o  tell  her  that  she  should . 

You  told  me  to  tell  her  that  she  ought . 

You  told  me  to  ask  her  if 


Question: — 

You  told  me  to  ask  her  who  —  when  —  where  —  what  — 
where  she  was  —  were —  saw  —  etc.  How  old,  how  many,  at 
what  time,  where  there  was,  there  were,  whose,  whom,  which, 
what  kind,  to  whom,  to  which,  for  whom,  for  which,  near  whom. 


Lojiguage  Plan^  69 


near  which,  by  whom,  next  to  whom,  next    to    which,    of    what 
for  what,  what  color,  what  shape,  whether. 

would 

could 

would  be  able 

might 

must 

had  to 

were  going  to  do 

What  the  matter  was  with  .      How  . 


What would  like could would  do. 

He  told  me  that  he  asked  for . 

He  told  me  that  he  asked  where,  etc. 

Asked to  do.     Asked  to  give. 

Asked  for  Asked  to  let  have,  etc. 

Do  you  live  on  the  north  or  on  the  east  side?     You   asked  me 
xohether 


^^  Language  Plan. 


GRAMMATICAL    DRILL. 


FIRST    GRADE. 


This  grammatical  drill  is  given  for  the  sake  of  the  repetition 
of  the  language  forms,  and  only  after  the  language  is    fully   un- 
derstood. 
!_  A  complete  thought  is  repeated.^  never  a  phrase,  or  only  words. 

First  Grade. 

The  article   "a'"  or   "an"  precedes  the   noun  when   first  given. 
Nouns  and   pronouns, — singular   and   plural    number, — nomi- 
native, possessive  and  objective  case. 

Examples : 

Singular.  Plural. 

A  boy  plays.  Some  boys  play. 

This    boy    gave   his   knife    to     These  boys  gave  their  knives 
me.  to  me. 

Suggestions  for  busy  work  : — 

Have  cards  containing  sentences  with  blanks  to  be  filled   out, 
or  sets  of  sentences  to  be  changed  to  the  opposite  form. 

Verbs. 

Special  drill  on  the  verbs  "to  be"  and  "to  have." 

Impress    it    upon    the    pupil   that  ths   noun   attribute   refers 

to   the  subject   and  is  one  and  the  same  thing  or  person,  while 

with  "have"  two  objects  are  represented. 

Example: — 

Martha  is  a  girl.  Martha  has  a  book. 
Change   sentences   denoting  present   time    to    past,  or  future 
and  vice  versa. 

A    bird    builds   its   nest   in    a     A   bird    built    its    nest    in    a 

tree.  tree. 

I  am  ill.  I  was  ill. 


Language  Plaoi.  Yl 

Never  forget  the  verb  "to  be."  Special  drill  is  always  re- 
quired. 

Begin  conjugation.      [See  second  grade.  J 

Prepositions : — 

Let  pupils  write  sentences  containing  certain  prepositions 
and  let  them  fill  out  blanks. 

Give  statement  and  let  pupils  give  a  suitable  question  to 
same. 

Example: — 

Yes,  I  am  cold.  Are  you  cold? 

I  am  cold.  Who  is  cold? 

Yes,  I  did  it.  Did  you  do  it? 

I  did  it.  Who  did  it? 


SECOND  GRADE. 

Change  statements  to  questions,  and  commands,  and  vice  versa, 
affirmative  and  negative  form  with  all. 
Example: — 

Make  suitable  questions  to  these  statements. 

Question.  Statement. 

Where  do  you  live?  I  live  on  Vliet  Street. 

Do  you  live  on  Vliet  Street?         Yes,  I  live  on  Vliet  Street. 

Change  these  statements  to  commands. 

Statement.  Command. 

Ella  comes  to  school  regularly.     Ella,    come    to    school    regu- 
larly. 

Change  nouns  and  pronouns  in  the  singular  to  plural  num^ber, 
and  vice  versa;  nominative,  possessive  and  objective  case. 
Refer  to  plan  of  first  grade. 

Verbs: — Continue  drill  on  verb  "to  be"  and  "to  have". 
Change  sentences  denoting  present   time  to   past  and  future 
and  vice  versa;  add  progressive  form. 
For  method,  refer  to  plan  of  first  grade. 
Common  and  progressive  form. 

Statement  and  question,  affirmative   and  negative.      [See  first 
grade.  ] 
Conjugation. 

Example: — Conjugate  the  verb  "to  be"  with  good  in  the  pres- 
ent tense,  interrogative  form. 
Am  1  good? 
Are  you  good? 
Is  he  good? 


2  Language  Plam. 

Is  she  good? 
Is  the  boy  good? 
Are  we  good? 
Are  you  good? 
Are  they  good? 
Are  the  boys  good? 

Keep  a  list  of  verbs  in  a  blank  book  in  the  following  manner 
Present.  Past.  Future, 

go  went  shall  or  will  go. 

goes 
is  going  was  going  shall  be  going. 

Prepositions:   Method  same  as  in  first  grade. 


THIRD  GRADE. 

Change  statements  to  questions  and  commands  and  vice  versa, 
affirmative  and  especially  negative  form  with  question  and  com- 
mand. 

Example: — 

Questions.  Statements. 

Do  you  not  like  apples?  Yes,  I  certainly  do. 

Commands. 

Do  not  throw  any  paper  on         Martha  does  not    throw  any 
the  floor,  Martha.  paper  on  the  floor. 

Nouns  and  pronouns. 
.    Continue  drill  on  singular  and  plural  of  nouns  and  pronouns. 

Verbs. 

Continue  drill  on  verb  "to  be"  and  "to  have"  especially  the 
past,  future  and  present  perfect  tense. 

Conjugation.  All  forms  and  four  tenses,  especially  interrog- 
ative sentence,  present  and  present  perfect  tense,  and  negative 
form. 

Keep  list  of  principal  parts  of  verb  in  a  blank  book  as  follows: 
Present.  Past.  Future.  Present  Perf. 

take  took  shall  or  will 

takes  take  has  taken 

is  taking  was  taking      will  be  tak- 

ing has  been  taking; 

Change  sentences  to  denote  different  time. 

Prepositions. 

Continue  with  drill  on   prepositions   assigned  to  third  grade. 


Language  Plan.  73 


FOURTH  GRADE. 

Change  sentences  from  one  form  to  the  other;  drill  especially 
upon  different  forms  of  questions. 

Ex.  : — Walter,  while  skating,  fell  down  and  broke  his  leg. 

Teacher:     Write  four  suitable  questions  to  this  statement. 

Pupil: — Who,  while  skating,  fell  down  and  broke  his  leg? 

When  did  Walter ? 

What  happened  while ? 

What  did  Walter  do? 
Verbs. 

Continue  with  conjugation  and  changing  sentences   to   denote 
different  time. 
Active  and  passive  voice. 

Ex. : — Longfellow  wrote  many  beautiful  poems. 

Many  beautiful  poems  were  written  by  Longfellow. 

If  the  teacher  would  ask,  "Who  wrote  poems?"  and  the  pupil 
would  answer  correctly,  "  Longfellow, "  it  would  not  be  due  to 
the  fact  that  they  understood  the  difference  between  the  two 
forms,  but  rather  to  their  knowledge  of  the  meaning  of  the  word 
"who;"  therefore  choose  sentences  like  the  following  and  form 
questions  with  the  same  interrogative  pronoun. 

Examples: 

1.  A  city  was  destroyed  bv  fire.     I  ,xtu  ^  ^     ^  '       jo 

•^  J  .  j  What  was  destroyed? 

o     V   u-    1  u   -1.  4.       )  What  built? 

2.  A  bird  built  a  nest.      y  ^^,    .  ,    .,.  ^ 

What  was  built? 

What  covered? 

What  was  covered? 


3.  The  snow  covered  the  ground.     !■ 

4.  John  pushed  Mary.    I  ^xtu^  ^^     ^    "u   ^o 

^  -^     j  Who  was  pushed.'' 


? 

With  sentences  like  these  the  teacher  gives  no  inkling  to  the 
answer  and  the  pupils  have  to  reason  which  object  or  person 
really  acts  or  works,  and  which  remains  quiet  and  receives  the 
action. 

As  this  is  difficult  for  the  pupils,  much  time  should  be  de- 
voted to  it. 

Prepositions. 

Drill  on  prepositions  assigned  to  fourth  grade. 

Adjectives  and    adverbs. 

Give  complete  sentences  containing  adjectives  and  adverbs  ia 
the  different  degrees. 

Ex.:     The  daffodil  is  pretty. 

The  violet  is  prettier  than  the  daffodil. 

The  rose  is  prettiest. 

The  lily  is  as  pretty  as  the  rose. 

The  sunflower  is  not  as  pretty  as  the  rose. 


'T4  Language  Plan. 

Compare  adjectives  in  the  following  manner: 

good  better  than  the  best  not  good 

as  good  as     less  good  than       the  least  good    not  as  good  as — 

Adverbs : — 

slowly  more  slowly  than  most  slowly 

not  slowly 

as  slowly  as  less  slowly  than  least  slowly 

not  as  slowly  as 

Change  adjectives  to  adverbs  and  vice  versa. 

Drill  on  the  difference  in  the  use  of  the  article  before  the  ad- 
jective and  adverb.  Ex. : — This  is  the  best  apple.  I  like  ap- 
ples best. 

Articles. 

"A,"  or  "an,"  is  used  in  place  of  one. 

It  precedes  a  noun  when   it  occurs  for  the  first  time. 

When  you  refer  to  one  of  a  whole  class. 

"The"  is  definite,  and  "that"  or  "this"  can  be  substituted. 

"The"  is  used  when  there  is  but  one  of  a  kind,  as,  the  king, 
the  sun,  etc. 

"The"  precedes  nouns  in  the  plural  number. 

"The"  precedes  the  names  of  rivers  and  mountains,  oceans, 
gulfs,  seas,  days  of  the  month. 

No  article  is  used  before  names  of  states,  countries,  conti- 
nents, lakes,  seasons,  days  of  the  week,  and  proper  abstract 
nouns  and  nouns  in  the  plural,   generally. 

As  there  are  many  exceptions  to  these  rules,  each  noun  ought 
to  be  given  with  the  correct  article  when  first  presented. 

Examples : — 

The  Atlantic  Ocean. 

Mississippi, 

The  Mississippi  River. 

The  sun. 

A  boy. 

An  apple,  etc. 

Some  salt. 


Language  Plan.  75 


QUICK  LIP-READING. 


"Variety  of  expression"  is  what  every  teacher  of  the  deaf 
aims  to  secure.  It  is  evident  that  this  will  necessitate  much 
repetition,  for  each  new  form  looks  different  on  the  lips.  A  word, 
well  known  as  an  adjective,  will  often  cause  difficulty  when  given 
as  an  adverb  or  in  a  phrase  as  a  noun  —  or  if  the  expression, 
"What  is  your  name?"  is  changed  to   "Tellme  your  name." 

It  does  not  always  follow,  that  the  best  lip-readers  are  those 
who  respond  quickly  to  "stock  phrases"  which  the  teacher  may 
use.  Lip-reading  is  a  difficult  art  and  cannot  be  learned  "in 
a  day. " 

As  the  hearing  child  has  to  hear  a  word  spoken  many  times 
before  it  becomes  his  own,  so  the  deaf  must  see  a  sentence  on 
the  lips,  over  and  over  before  he  will  recognize  it  at  a  glance. 
The  patient  teacher  who  will  be  persistent  in  repeating  a  sen- 
tence until  the  child  gets  it  from  the  lips,  is  the  one  who  will 
produce  the  best  lip  readers. 

As  a  test  of  the  pupil's  progress  it  is  a  good  plan  to  have  a 
period  set  aside  each  day  for  quick  lip-reading.  From  the  first, 
the  child  should  learn  to  read  a  complete  sentence  of  four  or 
five  words  from  the  lips.  Sentences  with  which  the  children 
are  familiar,  should  be  presented  in  different  "settings",  and 
the  child  at  this  time,  should  be  able  to  get  them  with  once  telling. 

This  is  an  excellent  exercise  to  follow  any  period  that  has 
wearied  the  pupils.  They  enjoy  action,  and  for  this  reason, 
commands  are  often  chosen  or  combined  with  the  questions.  It 
is  also  good  for  the  listless  or  dieamy  pupils,  as  each  child  is 
stimulated  to  answer  the  most  questions. 

Care  must  be  taken  not  to  prolong  this  exercise  beyond  five 
minutes  for  the  little  ones  —  and  ten  for  the  older  ones — as  the 
close  attention  required  tires  the  eyes  of  the  children. 


KINDERGARTEN. 

Pupils   should   ask  for  everything.      These  sentences  are  only 
suggestive  and  teachers  should  add  their  own. 
Good  morning.     Good-bye.     How  do  you  do? 
I  am  well,  thank  you. 


•76 


Language  Plan. 


Thank  you.      You  are  welcome. 

What  is  your  name?     My  name  is  . 

How  old  are  you?     I  am  . 

May  I  leave  the  room?     May  I  wash? 
May  I  have  some  water?     May  we  eat  our  lunch? 
march? 

May  we  play?     May  we  eat  now. 


Shall   we 


Quick  Lip  Reading. 


Come  to  me. 
Open  the  door. 
Open  the  window. 
Shut  the  window. 
Bring  the  pointer. 
Get  the  looking  glass. 
Get  a  dust  cloth. 
Throw  the  ball. 


Go  to  Miss . 

Go  to  the  cloakroom. 
Go  to  the  closet. 
Go  into  the  hall. 
Bring  some  chalk. 
Give  me  your  pencil. 
Water  the  plants. 
Catch  the  ball. 


Give  me  tbe  blue  —  red  —  yel- 
low —  orange  —  green  — 
brown  —  black  —  white  — 
ball. 

Take  your  seats.  Sit  down. 

Stand  up. 

Give  me  one  —  two  —  three  —  four  —  five  —  six  —  seven 
eight  —  nine  —  ten  —  blocks. 

Show  me  your  fingers,  thumbs,  eyes,  nose,  mouth,  etc. 

How  many  fingers  have  you?     Eight. 

How  many  eyes  have  you?     Two,  etc. 

Is  that  a  book?     A  boy?     A  girl?     Yes  or  no. 


FIRST  GRADE   "  B.  " 


Complete  Answers. 


Good  morning.     Good-bye. 
You  are  welcome. 
What  is  your  name? 
How  old  are  you? 
Where  do  you  live? 
May  I  leave  the  room? 
May  we  eat  our  lunch? 
Shall  we  march? 
Shall  we  draw? 
Shall  I  write  it? 
Shall  I  read? 
Shall  I  rub  it  out? 
May  I  clean  the  erasers? 


Thank  you. 

May  I  get  some  water? 
May  I  wash  my  hands? 
May  I  go  to  the  store? 
May  we  play? 
May  we  eat  now? 

(Whenever  children  change 
occupation,  have  them  tell 
what  they  do.) 

Shall  I  erase  it? 

Shall  I  clean  the  board? 


Language  Plan.  77 

How  many  brothers  have  you?  Do  you  like  to  come  to  school? 

How  many  sisters  have  you?  Do  you  love  mamma?     Papa? 

Have  you  a  baby  at  home?  What  is  the  baby's  name? 

Is  it  a  boy  or  a  girl?  How  old  is  the  baby? 

Have  you  a  dog  at  home?  Have  you  a  cat  at  home? 

What  -is  the  dog's  name?  What  is  the  cat's  name? 

Do  you  love ?  Are  you  cold? 

How  many  hands  have  you?  How  many  eyes  have  you? 

Are  you  warm?  In  whose  class  are  you? 

Who  is  your  teacher?  Miss  . 

Who  is  your  principal?  How  is  the  weather  to-day? 

Can  you  speak?        '  Can  you  read? 

Can  you  write?  Will  you  have  a  seat? 

I  am  sorry.  What  day  is  to-day? 

What  day  was  yesterday?  What  day  will  to-morrow  be? 

Quick  Ltp-Reading. 

Review  those  of  Kindergarten. 

Stand  up.  Sit  down. 

Stand  behind  your  chairs.  Co  to  your  seats. 

Get  a  chair.  Get  the  pointer. 

Get  some  chalk.  Get  the  cloth. 

Get  the  erasers.  Clean  the  erasers. 

Clean  the  board. 

Open  the  window  —  door  —  book  — hands  — . 

Shut  the  window  —  door  —  book  —  mouth,  etc. 

Put  the  pointer  in  its  place.        Put  the  book  on  the  table. 

Put  the  paper  under  the  book.     Put  the  chalk  in  the  tray. 

Take  off  your  rubbers  —  hat  —  coat,  etc. 

Put  on  your  coat  —  hat  —  mittens,  etc. 

Take  your  pencil  —  paper  —  books,  etc. 

Put  your  pencils  away. 

Go  to  the  manual  training  Go  to  the  assembly  room. 

room. 
Go  to  the  office.  Take  the  book  to  the  office. 

Answer  in  Short  Answers. 

How  many  fingers  have  you?     Eight. 

How  many  thumbs  have  you?     Two,  etc. 

How  many  eyes  have  you? 

How  many  ears  have  you? 

How  many  hands  have  you! 

How  many  feet  have  you? 

How  many  toes  have  you? 

How  many  noses  have  you? 

How  many  pencils  have  you? 

How  many  books  have  you? 


78 


Language  Plan, 


How  many  boys  are  here? 

How  many  girls  are  here? 

How  many  teachers  are  here? 

Have  you  a  book? 

Have  you  a  slate? 

Have  you  a  pencil? 

Have  you  some  paper? 

Have  you  a  horse  at  home? 

Have  you  a  dog  at  home? 

Have  you  a  blank  book? 

Where  is  mamma? 

Where  is  your  brother? 

Where  is  papa? 

Where  is  your  sister? 

What  is  the  color  of  your  dress?  etc. 

What  is  the  color  of  your  eyes? 


FIRST   GRADE  A. 


General  questions,  complete  answers. 

What  is  your  name?  Where  do  you  live? 

On  what  street  do  you  live.  How  old  are  you? 

Is  your  father  alive? 

What  is  your  father's  name? 

Have  you  any  brothers? 

Where  is  your  mother. 

What  is  your  father? 

Can  you  speak? 

Can  you  write? 


Is  your  mother  alive? 

What  is  your  mother's  name? 

Have  you  any  sisters? 

Where  is  your  father? 

What  is  your  father's  business? 

Can  you  read? 

Do  you  like  to  go  to  school? 


How     long    have    you    been  in  Why  do  you  come  to  school? 


school  ? 
What  do  you  learn  in  school. 
Who  is  your  teacher? 
Who  is  your  principal? 
How  do  you  come  to  school? 
How  is  the  weather  to-day? 
Yesterday  was  — — . 
May  we  play  in  the  basement? 
May  I  go  to  the  store? 
May  we  play  out  of  doors? 


Shall     we    go    to    the   manual  Who  is  absent? 

training  room? 
Shall    we    go  to  the    assembly 

room. 
May  I  clean  the  erasers? 
May  I   take   the  book    to    the 

office? 
Why  is  absent? 


How  much  do  you  weigh? 

What  is  your  teacher's  name? 

What  day  is  to-day? 

What  day  was  yesterday? 

How  was  the  weather  yesterday? 

May  I  wait  for  you? 

May  I  go  up  stairs? 

Shall  we  march? 

May  I  get  some  water? 

May  I  clean  the  board? 


Language  Plan.  T9 


Quick  Lip-Reading. 

Walk  up-stairs  Walk  downstairs. 

Go  to  the  manual  training  room.  Gro  to  the  office. 

Go  to  the  assembly  room.  Go  to  the  gymnasium. 

Walk  with  Laura.  Take  a  walk  with  me. 

Write    with    the    yellow   chalk  Clean  the  board. 
—  red  —  blue,  etc.  Take  your  seats. 

Clean  the  erasers. 

Stand  behind  your  seats. 

Show  me  your  desk,  seat,  chair,  book,  etc. 

Point  to  the  window,   closet,   door,   hail,  cloakroom,  etc. 

Put  the  paper  into  the  basket  on  the  table;  under  the  book;  etc, 

Take  the  book  off  the  table,  out  of  the  closet,   cloakroom,  etc. 

Look  out  of  the  window.  What  did  you  see. 

Sit  on  my  lap.  Look  at  my  watch. 

Count  the  pictures.  Look  for  my  keys. 

Sharpen  your  pencil.  Water  the  plants. 

Put   the  flower  on  the  window-  Bring  me  a  pointer. 
sill.  Take  the  pointer. 

Get  a  pointer.  Come  into  the  room. 

Go  out  of  the  room.  Make  a  boat  out  of  paper. 

Draw  the  picture  of  a  boy  run- 
ning. 

Rub  the  board  with  a  rag. 

Washyour  hands  with   soap  and  water. 

Wipe  your  hands  on  a  towel.        Call  Arthur. 

Go  up  to  the  office.  Talk  to  Sarah. 

Go  and  see  who  is  in  the  hall.     Call  him  back. 

Go  downstairs.  Fill  the  cup  with  water. 

Roll  up  ycur  sleeves.  Pick  it  up. 

Stay  in  the  room,  Clara.     All       Shake  your  hands, 
others  leave  the  room. 

Drop  the  handkerchief. 

Nod  your  head. 

Requiring   Short  Answers. 

Are  you  cold?  Are  you  warm? 

Are  you  thirsty?  Are  you  hungry? 

Are  you  sick?  Are  ycu  well? 

Are  you  a  good  girl?  Are  you  a  naughty  boy? 

Are  you  wild?  Are  you  careful? 

Are  you  careless?  Are  ycu    happy? 

Are  you  happy?  Are  you  writing? 

Are  you  crying?  Are  you  sleeping? 

Are  you  lazy?  Are  you  fond  of  school? 

Are  you  fond  of  candy?  Can  you  read? 

Can  you  write?  Can  you  write  a  letter? 


so 


Language  Plan. 


Can  you  write  your  name? 
'  Can  you  wash  yourself? 
Can  you  swim? 
Can  you  fly? 
Can  you  run  fast? 
Can  you  sew? 
Can  you  jump  the  rope? 
Can  you  lift  the  desk? 
Can  you  make  a  fire? 
Can  you  hear? 
Can  you  skate? 
Do  you  want  some  candy? 
Do  you  want  some  milk? 
Do  you  want  to  go  home? 
Do  you  know  him? 
Do  you  know  her  sister?  broth. 

er?  father?  mother?  etc.  | 
Do  you  like  oatmeal? 
Do  you  like  milk? 
Do  you  like  your  bed? 

Do  you  like  Miss ? 

Do  you  like  rats? 
Do  you  like  nuts? 


Can  you  write  mine? 

Can    you    put   on    your    clothes 

yourself? 
Can  you  sing? 
Can  you  knit? 
Can  you  jump  over  a  fence? 
Can  you  speak? 
Can  you  ride? 
Can  you  make  a  bed? 
Can  you  slide? 
Do  you  want  a  drink? 
Do  you  want  some  apples? 
Do  you  want  to  come  to  school? 
Do  you  know  me? 
Do  you  know  her? 
Do  you  like  mush? 
Do  you  like  school? 
Do  you  like  cake? 
Do  you  like  pudding? 
Do  you  like  mice? 
Do  you  like  apples? 
Do  you  like  molasses? 


Do  you  like  to  learn? 

Have  you  any  marbles? 

Have  you  any  books? 

Have  you  any  paper? 

Have  you  any  apples? 

Have  you  any  string? 

Have  j^ou  any  money? 

Have  you  any  coats? 

Have  you  any  pencils? 

Have  you  any  vest? 

Have  you  a  pair  of  trousers? 

Have  you  a  pair  of  boots? 

How  many  eyes?  ears?  etc.,  have  you? 

How  many  girls  are  here? 

How  many  teachers  are  here? 

How  many  teachers  are  there  in  the  school? 

How  many  pictures  are  there  in  this  room? 

Have  you  a  pencil  in  your  pocket? 

Have  you  a  red  pencil? 

Have  you  a  small  knife? 

What  is  your  name? What  is  your  age? 

In  which  city  do  you  live? On  what  street? 


the  number  of     your  What  is  your  home  address? 


What    is 
house? 
Write  your  home  address. 
Where  do  you  go  to  school? 


Get  out  of  the  way. 
Get  ready  to  play. 


Language  Plan.  81 

Why  do  you  go  to  school?  Take  the  book  from  the  table. 

What  do  you  like  to  study  best?  Bring  me  a  book. 

How  far  from  the  schoof  do  youPut  the   basket   in    front   of  the 

live?  table. 

How  do  you  get  to  school?  Place  the  basket  beside  the  desk. 

How  much  do  you  pay  the  con-  Do  you  like  to  go  to  school? 

ductor?  Where  is  the  school? 

Can  you  hear  at  all?  What  do  you  learn  in  school?' 

Can  you  hear  a  little?  Can     you     read?      write?     spell 

Where  is  your  mamma?  correctly,  etc.  ? 

What  is  your  father  doing?  Do  you  walk  to  school? 

What  is  your  father's  business?  Can  you  speak? 
What    is    your   father's  occupa-  Are  you  totally  deaf? 

tion?  Can  you  hear  my  voice? 

When  do  you  go  to  bed?     .  Where  is  your  father? 

When  do  you   have   your  break    What  does  your  father  do? 

fast?  What  is  your  father? 

At  what  time  do  you  have  your  When    do    you    get  up    in    the 

dinner?  morning? 

What  did    you  have  for    break-  At  what  time  do  you  have  your 

fast?  luncheon? 

What  did  you  have  for  dinner?  What  did  you  have  for  luncheon? 
What  did  you  have  for  supper?    At  what  time  do   you   start  for 
At  what  time  do  you  leave  home?      school? 
At  what  time  do  you  arrive  at    At  what  time  is  school  out? 

school?  How  many  meals  do  you  have  in 

At    what    time    do    you    leave      a  day? 

school?  What  day,   etc.? 

At  what  time  does  school  close?  Do  you  put  on  your  clothes  your- 
Do  you  know  this  gentleman?         self? 
Do  you  know  this  lady? 

Do  you  dress  yourself?  Are  you  fond  of  apples? 

Can  you  add?  You  may  look  for  the  marble. 

Play  jacks. 
Can  you  subtract?  Play  hide  and  seek. 

Are  you  fond  of  school?  Play  spy. 

You  may  hide  the  book.  Play  drop  the  handkerchief. 

Throw  the  bean  bag.  Play  puss  in  the  corner. 

Play  tag.  Play  charades. 

Play  button.  Whisper  to  me. 

Play  pull  away.  Drop  the  blue  marble. 

Play  marbles.  Show  me  something  green. 

Play  going  to  Jerusalem.  Show  me  something  red. 

Play  guessing  game.  Raise  your  right  arm. 

Listen.  Raise  your  foot. 

Drop  the  blue  ball.  Raise  your  right  foot. 

Show  me  something  blue.  Lower  your  arm. 

Show  me  your  right  arm.  Lower  the  shade. 

Raise  your  left  arm.  Open  the  parasol. 


82 


Language  Plan, 


Raise  your  left  foot. 
Let  it  down. 
Lower  that  window. 
Raise  the  sliade. 
Open  the  umbrella. 
Tell  me  your  name. 
Hop  on  your  left  foot. 
Hand  me  a  picture. 
Hand  me  the  rake. 
Hand  me  the  book  in  the 
Pass  me  the  salt. 
Pass  me  the  bread. 
Get  up. 


Close  the  parasol,  etc. 
Hop  on  your  right  foot. 
Show  me  a  picture. 
Show  me  a  rake. 
Hand  me  the  book  on  the  table. 
Pass  me  the  pepper. 
Pass  me  the  potatoes. 
Get  ready  to  go  out  of  doors. 
Get  ready  to  march, 
drawer.  Get  the   book  from  Mrs.  Soren- 
son. 
Lay  the  book  down. 


Requiring  Short  Answers. 


Where  are  you? 

Where  is  your  handkerchief? 

Where  is  your  cap? 

Where  is  your  slate? 

Where  is  your  copy  book?  blank 
book? 

Where  is  your  reader?      ' 

Where  are  the  pupils  sitting? 

Where  is  the  teacher? 

Where  is  Miss ? 

Where  are  the  mats  lying? 

Where  does  a  horse  sleep? 

Where  do  you  wash  yourself? 

Where   is   the  manual   training 
room? 

Where  is  your  bed? 

Who  made  your  vest? 

Who  made  your  cap? 

Who  made  your  clothes? 

Who  is  your  teacher? 

Who  cooks  your  food? 

Who  gave  you  your  pencil? 

Where  do  you  learn  your  les- 
sons? 

Where  do  you  sit? 

Where    do    the    pupils     weave 
mats? 

Where  do  the  pupils  whittle? 

Where  do  you  play? 

Where  do  we  cook? 

Where  is  the  coal  kept? 

Where  are  the  tools  kept? 

Where  do  you  get  your  shoes? 


When  does  school  begin  in  the 
afternoon? 

When  do  you  play? 

When  do  we  have  luncheon? 

When  do  we  have  breakfast? 

When  does  the  snow  fall? 

When  is  it  pleasant? 

Where  is  your  mamma? 

Where  is  my  handkerchief? 

Where  is  your  pencil? 

Where  is  your  paper? 

Where  are  your  pencils  lying? 

Where  is  the  principal? 

Where  are  the  pictures  hanging? 

Where  do  you  sleep? 

Where  does  your  dog  sleep? 

Where  is  the  kitchen? 

Where  is  the  office? 

Who  made  your  coat? 

Who  made  your  trousers? 

Who  made  your  boots? 

Who  made  your  desks? 

Who  teaches  you? 

Who  washes  your  clothes? 

Who  gave  you  your  clothes? 

Where  do  you  sew? 

Where  do  the  pupils  make  bas- 
kets? 

Where  do  you  march? 

Where  are  the  clothes  washed? 

Where  are  the  potatoes  kept? 

Where  do  you  keep  your  papei  ? 

Where  is  the  food  cooked? 


Language  Plan. 


83 


Where  did  you  get  a    new  suit 

of  clothes? 
Where  did  your  mamma  buy  the 

shoes?  etc. 
Where  do  you  sleep? 
When  did  you  have  a  picnic? 
When  did  you  see  your  mother? 
When  did  you  receive  a  letter? 
When    did    }ou    get     the    new 

shoes? 
When  did  you  get  the  new  suit? 
When  will  you  return? 
When  do  you  lea/e  home? 
When    do    you    get    up    in  the 

morning? 


Where  do  you  get  your  dress? 

When  did  you  see ? 

When  did  you  see  your  father? 
When  did  you  get  a  letter? 

Wiien  did  you  hear  from ? 

When  did  you  get  the  new  cap? 
When  do  you  go  home? 
When  do  you  si  art  for  school? 
When  do  you  arrive  at  school? 
When  does  school   begin   in    the 

morning? 
When  does  school  dismiss? 
When  do  you  work? 
When  ('o  we  have  dinner? 
When  do  we  have  no  fire? 
When  is  it  very  warm? 


Questions. 


■»      iiiCie  VTaBasi 


Shall  I  rub  this  out? 
Shall  I  put  my  book  away? 
Shall  I  put  my  paper  aside? 
Shall  I  take  away  the  ink? 
Shall  I  go  for  the  girls? 

Shall  I  tell  Miss to  come? 

Shall  I  get  some  chalk? 

Will  you  let  me  take  a  walk? 

Will  you  give  me  a  pen? 

Will  you  rule  a  line  for  me? 

Will  you  lend  me  a  pencil? 

Will  you  take  me  with  you? 

Will  you  post  my  letter? 

Will  you  come  back? 

Will  you  have  more? 

Is  your  father  quite  well? 

Are  you  going  away? 

Is  it  snowing? 

Is  it  fair? 

Is  it  quite  cold? 

Did  you  wash  yourself? 

When  did  you  wash  yourself? 

When  did  you  dress  yourself? 

Where  did  you  dress  yourself? 

Where  did  you  hurt  yourself? 

Did  you  enjoy  yourself? 

When  did  you  enjoy  yourself? 


Shall  I  take  out  my  reader? 

Shall    I    put    my    paper    in    my 
desk? 

Shall  I  call  the  girls? 

Shall  I  go  for  Elsie? 

Shall  I  go  for  some  chalk? 

Will  you  let  me  go  to  the  store? 

Will  you  give  me  a  sheet  of  pa- 
per? 

Will  you  let  us  go  skating? 

Will  you  let  me  wait  for  you? 

Will  you  mail  my  letter? 

Will  you  have  some  candy?  nuts? 

Will  you  let  us  play  in  the  gym- 
nasium? 

Is  he  going  away? 

Is  it  raining? 

Is  it  freezing? 

Is  it  very  cold? 

Are  papa  and  mamma  both  well? 

Where  did  you  wash  yourself? 

Did     you     dress     yourself     this 
morning? 

Did  you  hurt  yourself? 
.When  did  you  hurt  yourself? 

Where  did  you  enjoy  yourself? 


84 


Language  Plan. 


THIRD  GRADE. 


Requiring  Complete  Answers. 


Review  second  grade. 

Tell  me  your  name. 

Tell  me  your  age. 

In  which  state  is  Milwaukee? 

In  what  country  is  Wisconsin? 

What    is    the    capital    of      the 
United  States? 

How  many    rivers  has   Milwau- 
kee? 

Did  you  ever  see  the river? 

Did   you  ever  see  Lake  Michi- 
gan? 

In  which  direction  from  here  do 
you  live? 

How  long   does  it  take  you  to 
get  here? 

How    long    have    you    been  in 
school? 

How  long  have  you  been  absent? 

How  long   did    you  have  vaca- 
tion? 

What  day  is  this? 

What  day  of  the  month  is  this? 

What  year  is  this? 

What  day  was  yesterday? 

What  day  will  to-morrow  be? 

What  day  will  the  day  after  to- 
morrow be? 

What  month  will  next  month  be? 

What   month  was    the   one  be- 
fore   last? 

What  month  wil  1  the  month  after 
the  next  be? 

What  date  is  this? 

What  date  will  tomorrow  be? 

Did  you  go  to  church  last  Sun- 
day? 

Did  you  go  last  Sunday? 

Do  you  know  this  gentleman? 

Where  did  you  meet  him? 
Did  it  snow  last  night? 

How  did  you  become  deaf? 


Climb  the  ladder. 

Clap  your  hands  softly. 

Iron  the  clothes. 

Spread  them  out. 

Dust  the  pictures. 

Make  the  bed. 

Spread  the  cloth. 

Empty  the  tumbler. 

Fill  the  pitcher. 

Fill  the  cruet  with  vinegar. 

Wash  the  woodwork. 

Put  it  into  the  oven. 

Wipe  them. 

Wet  the  sponge. 

Where  do  you  live? 

In  which  city  do  you  live? 

What  is  the  capital  of  Wiscon- 
sin? 

Who  lives  in  Washington? 

Who  is  president  of  the  United 
States? 

What  is  east  of  Milwaukee? 

Is  it  land  or  water? 

How  do  you  get  here? 

How  long  has  —  been  in  school? 

How  long  did  you  stay  at  home? 

What  month  is  this? 

What  season  is  this? 

What    day  was  the    day    before 
yesterday? 

What  month  was  last  month? 

What  date  was  yesterday? 

Do    you  ever  go  to  church? 

Did    you     ever    go    to    Sunday 

school? 
Did  you  ever  see  him   before? 

Did  it  frtieze  last  r.ight? 

Did  it  snow  night  before  last? 
Did  you  ever  have  small -pox? 
Did  you  ever  have  measles? 
Did  you  ever  have  scarlet  fever? 


Language  Plan. 


86 


What  made  you  deaf? 

How  old  were  you  when  you  be- 
came deaf? 

At  what  age  did  you  become 
deaf? 

Did  you  ever  have  diphtheria? 

Did  you  ever  have  mumps? 

Did  you  ever  have   toothache? 

Have  you  ever  had  an  arm 
broken? 

Have  you  ever  had  your  finger 
cut? 

Have  you  ever  been  in  Madison? 

Have  you  ever  been  in  Wash- 
ington? 

Were  you  ever  in  the  Public 
Museum? 

Set  the  table. 

Crack  a  nut. 

Pare  a  potato. 

Draw  a  line  across  the  board. 

Swing  your  arms. 

Light  the  lam.p. 

Turn  on  the  electric  light. 

Polish  your  shoes. 

Bring  a  newspaper. 

Give  me  a  newspaper. 

Make  a  bow. 

Pick  up  the  chalk. 

Shoot  an  arrow. 

Taste  the  juice. 

Bend  your  arm. 

Straighten  your  arm. 

Wind  the  yarn. 

Crochet. 

Cut  the  grass  with  a  lawn 
mower. 

Rinse  the  clothes. 

Sprinkle  the  clothes. 

Look  at  the  clock. 

Look  through  the  key-hole. 

Turn  over  the  paper. 

Turn  down  the  book. 

Turn  the  apron  inside  out. 

Turn  the  book  right  side  down. 

Set  the  bottle  on  the  shelf. 

Set  the  plant  on  the  window  sill. 


Have     you     ever    had    a    tooth 

pulled? 
Have  you  ever   had   five  dollars 

of  your  own? 
Were  you  ever  in  the  City  Hall? 
Eat  a  nut. 
Peel  a  banana. 
Extend  your  arm. 
Scatter  the  seeds. 
Swing  your  feet. 
Light  the  gas. 
Polish  the  stove. 
Blacken  your  shoes. 
Send  me  a  newspaper. 
G-et  a  nev/spaper. 
Salute  the  flag. 
Bend  the  bow. 
Smell  the  flowers. 
Wave  your  handkerchief. 
Bend  your  knee. 
Extend  your  chest. 
Knit. 

Sweep  the  carpet. 
Wash  the  clothes. 
Hang  up  the  clothes. 
Hand  me  a  newspaper. 
Look  for  the  marble. 
Turn  the  rope. 
Turn  up  your  seat. 
Turn  your  coat  inside  out. 
Turn  the  book  right  side  up. 
Sit  down. 
Jump  over  the  box. 
Jump  the  rope. 
Clasp  your  hands. 
Spin  a  top. 
Fold  the  clothes. 
Dust  the  furniture. 
Clean  the  stove. 
Set  the  table. 

Place  the  spoons  beside  the  plate. 
Place  the  tumbler  in  front  of  the 

plate. 
Make  bread. 
Wash  the  dishes. 
Set  them  away. 
Bite  into  an  apple. 


Language  Plan. 


Requiding  Short  Answers. 

Where  are  you  going?  Are  you  going  down  town? 

Are  you  going  down  town  after  school? 

Are  you  going  home  after  school  is  out? 

Are  you  going  to  visit ?      Are  you   going  to   buy    a   new 

hat? 

Will  your  mamma  buy  you  a  pair  of  new  shoes? 

Is  your  mamma  going  to  buy  you    a  pair  of  new  shoes — new 
hat — mittens? 

Is  your  mother  going  to  mend  your  dress? 

Are  you  going  to  take  a  walk? 

Are  you  going  to  take  a  nap? 

Are  you  going  to  take  care  of  Elsie?  etc. 

Did  you  ever  see  an  elephant?  an  ostrich?  a  lion?  a  tiger?  an 
eagle?  a  whale?  a  cat?  a  dog? 

Have  you  ever  been  at  the  Public  Library? 
-;.  Have  you  ever  been  at  the  Museum? 

Have  you  ever  been  at  the  Exposition? 
□  Have  you  ever  been  in  the  Court  House? 

Have  you  ever  been  at  Lake  Park?  etc. 

Have  you  ever  been  on  board  a  man-of-war? 

Have  you  ever  been  across  the  sea? 

Have  you  ever  been  blistered? 

Have  you  ever  had  any  of  your  books  stolen? 

Have  you  ever  had  a  sail  in  a  boat? 

Have  yod  ever  had  a  ride  on  a  horse? 

Have  you  ever  had  a  pleasure  excursion  on  Lake  Michigan? 

Have  you  ever  taken  care  of  your  little  brother? 

Would  you  like  to  visit  Chicago? 

Would  you  like  to  go  to  Canada? 

Would  you  like  to  have  some  candy? 

Would  you  like  to  have  a  holiday? 

Would  you  like  to  have  a  trolley  ride? 

Would  you  like  to  be  able  to  swim  like  a  fish? 

Would  you  like  to  be  able  to  fly  like  a  bird? 

Would  you  like  to  be  able  to  make  a  dress? 

Would  you  like  to  be  able  to  trim  a  hat? 

Would  you  like  to  be  able  to  buy  a  new  hat? 

Why  are  you  not  able?        [Because  I  can  not  afford  it,   etc.] 

Would  you  like  to  be  able  to  buy  a  gold  watch?     Why  are  you 
not  able?     [Because  I  cannot  afford  itj. 

Would  you  like  to  be  a  shoemaker? 

Would  you  like  to  be  a  carpenter? 

Would  you  like  to  be  a  tailor,  etc? 

Did  you  study  your  lesson  last  night? 

Did  you  write  a  letter? 

Did  you  clean  your  boots  this  morning? 


Language  Plan,  87 

Did  you  get  a  quarter  this  week? 

Did  you  go  out  last  night? 

Did  you  tear  your  clothes? 

Did  you  build  a  fire  this  morning? 

Did  you  get  your  breakfast  this  morning? 

Did  you  take  a  walk? 

Did  you  leave  the  door  open? 

Did  you  leave  the  water  running? 

Did  you  study  a  while  ago? 

Did  you  behave  well  today? 

Did  you  light  the  gas? 

Did  you  put  it  out? 

Did  you  ring  the  bell? 

Did  I  look  over  your  paper  a  little  while  ago? 

Did  you  look  it  over? 

Did  you  fasten  the  gate  last  night? 

Did  you  get  a  scolding? 

Did  you  get  a  whipping? 

Could  you  ever  hear? 

Could  you  write  before  you  came  to  school? 

Could  you  walk  to  school?     Why  not? 

Could  you  jump  over  the  fence?     Why  not? 

Could  you  swallow  a  whole  apple?       Why  not? 

Could  you  swallow  an  egg  whole?     Why  not? 

Could  a  bird  fly  if  it  had  its  wings  clipped? 

Could  you  walk  if  you  had  lost  your  legs? 
Have  you  ever  seen  a  horse?        Did  you  ever  catch  a  bird? 
Did  you  ever  ride  a  horse?  Did  you  ever  shoot  a  bird? 

Did  you  ever  row  a  boat?  Did  you  ever  catch  a  fly? 

Did  you  ever  eat  one?  Did  you  ever  hear  or  speak? 

Did  you  ever  see  the  president?  Were  you  ever  sick? 
Were  you  ever  lame?  Were  you  ever  hurt? 

Were  you  ever  vaccinated?  Were  you  ever  punished? 

Were  you  ever  in  Chicago?  Were  you  ever  in  Boston? 

Were  you  ever  at  church?  Were  you  ever  in  the  cars? 

Were  you  ever  on  a  steamer?       Were  you  ever  on  a  train? 
Were  you  ever  at  a  wedding?      Were  you  ever  on  the  roof  of  a 
Were  you  ever  in  a  balloon?  house? 

How  do  you  like  apples?  How  do  you  like  molasses? 

How  do  you  like  tea?  How  do  you  like  soup? 

How  do  you  like  beefsteak?  How     do    you    like    your    play- 

How  do  you  like  veal,    pork,         mates? 

nuts?  How   do    you    like    your    class- 

How  do  you  like  your  school-         mates? 

mates? 

[Double  questions  may  be  made  of  these,  if  desired]. 


S8 


Language  Plan. 


FOURTH  GRADE. 


Sit  on  the  chair. 

♦Sit  next  to . 

Sit  beside . 

Set  the  plant  on  the  floor. 

Lie  down. 

L/ay  the  book  on  the  shelf. 

Place  the  vase  on  the  bracket 

Walk  toward  the  window. 

Ask  for  a  pencil. 

Cover  the  plants  with  paper. 

Spade  the  ground. 

Rake  the  ground. 

Dig  a  hole. 

Tell  him  not  to  . 

Tell  him  that  . 

Ask  me  how  ? 

Collect  the  copy  books. 

Write  the  word  "book". 

Hand  me  . 

Ask:  him  to  let  you  have  a 
pencil 

Knead  the  dough. 

Cook  the  peas. 

Empty  the  basket. 

Fix  the  chair. 

Repair  the  clothes. 

Travel  to  Chicago. 

Remain  in  the  room  until  we 
call  you. 

Continue  writing. 

Withdraw  your  hand. 

Depart. 

Plane  the  edge. 

Write  your  address. 

Cling  to  the  door. 

Arrange  the  chairs. 

Do  tell  her  not  to  disturb  the 
girls. 

Give  aid  to . 

Guess  what  I  have  in  my  poc- 
ket. 

Weed  the  garden. 

Feed  the  chickens. 

Present  her  with  a  book. 

Save  your  money. 

Descend  the  stairs. 

Watch  for  me. 

Cure  the  sickness. 


Sit  near. 

Sit  in  your  seat. 

Set  the  bottle  on  the  window- 
sill. 

Lay  the  brush  on  the  chair. 

Put  the  handkerchief  in  your 
pocket. 

Point  toward  the  north. 

Mend  your  shoes. 

Warm  your  hands  at  the  radi- 
ator. 

Plow  the  earth. 

Let  down  the  shades 

Teli  him . 

Ask  him  if  . 

Distribute  the  pencils 

Measure  the  room. 

Drive  a  nail. 

Pass  me . 

Lower  the  shades. 

Explain  the  example. 

Examine  the  work. 

Fill  the  bucket. 

Mend  the  apron. 

Launder  the  clothes. 

Buy  some  oranges. 

Swallow  the  water. 

Keep  away  from  . 

Count  CO  twenty-five. 

Address  a  letter  to . 

Salute. 

Take  leave  of  us. 

Admit  Flora. 

Help with  her  example. 

Guide  Flora  to  the  door. 

Hoe  the  garden. 

Provide  with  food. 

Promise  to  be  good. 

Ascend  the  stairs. 

Sound  the  fire  alarm. 

Extract  a  tooth,  cork. 

Punish  the  naughty  boy. 


Language  Plan. 


Requiring  Short  Answers. 

d  you  ever  gather  flowers  in  the  woods? 

d  you  ever  pick  berries  there? 

d  you  ever  gather  nuts  there? 

d  you  ever  shoot  rabbits  there? 

d  you  ever  find  any  nests  there? 

d  you  ever  find  any  bears  there? 

d  you  ever  roll  a  hoop  on  the  playground? 

d  you  ever  play  w  th  your  friends  there? 

d  you  ever  play  with  your  companions  there? 

d  you  peel  potatoes  in  the  kitchen  yesterday? 

d  you  drink  milk  there? 

d  you  drink  water  there? 

d  you  eat  an  apple  there? 

d  you  eat  your  dinner  there? 

d  you  ever  eat  your  dinner  there? 

d  you  strike  anybody  this  morning? 

d  you  meet  anybody   this  morning? 

d  you  meet  anybody  you  knew  on  your  way  to  school? 

d  you  ever  fight  with  anybody? 

d  you  kick  John? 

d  you  push  him? 

d  you  pinch  him? 

d  you  pull  his  hair? 

d  you  hurt  him? 


Was  it  an  accident? 

Did  you  mean  to  hurt  him? 

Did  you  pat  the  little  dog  a  little  while  ago? 

Did  you  smell  a  flower  yesterday? 

Did  you  ever  wash,   wring,  and  dry  your  own  clothes? 

Did  you  ever  starch  and  iron  a  shirt  collar? 

Did  you  ever  mend  your  own  shoes? 

Did  you  ever  mend  your  own  clothes? 

Did  you  ever  malce  your  own  bed? 

Did  you  ever  cook  your  own  food? 

Are  you  going  to  write  a  letter  this  evening? 

Are  you  going  out  to-night? 

Are  you  going  to  help  your  mother  after  school? 

Are  you  going  to  walk  home? 

Are  you  going  to  deliver  newspapers? 

What  were  you  doing  before  breakfast? 

What  were  you  doing  after  breakfast? 

What  were  you  doing  this  forenoon? 

What  were  you  doing  between  breakfast  and  luncheon? 

What  did  you  do  first  thing  yesterday  morning? 

What  did  you  do  after  you  got  up? 

What  did  you  do  then? 


90  Language  Plan, 

What  were  you  doing  between  the  time  you  got  up  and  break- 
fast time? 

What  did  you  do  at  recess? 

What  did  you  between  lunch  time  and  the  beginning  of  school? 

What  were  you  doing  between  two  and  four  o'clock? 

What  did  you  do  after  school  was  out? 

What  will  you  do  after  supper? 

What  will  you  do  then? 
.    What  will  you  do  between  bed  time  and  morning? 

Y/hat  will  you  do  between  tea  time  and  bed  time? 

Who  is  the  tallest? 

Who  is  the  strongest? 

Who  is  the  smallest? 

Who  is  the  smartest? 

Who  is  the  oldest? 

Who  is  the  youngest?  biggest?  most  diligent?  most  careless? 
most  advanced?  the  best  scholar?  least  advanced? 

Are  vou  as  strong  as  a  baby? 

[I  am  far  stronger.] 

Is  a  lemon  as  sour  as  an  orange?      [It  is  more  sour.] 

Is  honey  as  sweet  as  sugar?     [It  is  more  sweet.] 

Are  you  as  tall  as  your  father?      [No,  not  as  tall.] 
\    Have  you  been  at  school  as  long  as  I? 

Have  you  been  at  school  as  long  as  he  has? 

Have  you  as  many  eyes  as  I? 

Have  you  as  many  legs  as  a  horse? 

Have  you  as  much  money  as  President  Roosevelt? 

Is  it  as  warm  in  July  as  in  March? 

Is  December  as  cold  a  month  as  February? 

Is  August  as  warm  a  month  as  January? 

Is  it  much  warmer?     [January  is  not  warm  at  all.] 

Do  you  like  to  live  here  as  well  as  in  Chicago? 

Where  would  you  rather  live here  or  in   Chicago? 

What  would  you  rather  play  ball  or  tag? 

What  would  you  rather  eat  something  warm  or  some- 
thing cold? 

Which  of  the  boys  is  the  smartest?  [Answer  in  phrases.  The 
one  to  my  right,  etc.  ] 

Which  of  the  boys  is  the  best  runner? 

Which  of  them  is  the  best  skater? 

Which  of  the  girls  is  the  best  sewer?  best  worker?  best 
knitter?  best  scholar?  the  oldest?  the  prettiest?  best  look- 
ing? 

Which  is  the  warmest  month  of  the  year?  coldest?  hottest? 
season?     coldest  season? 

Which  box  do  you  like  the  best?  Which  picture,  etc?  [Ad- 
jective phrases.] 

Which  desk  has  the  least  scratches? 

Which  chair  has  the  most  scratches? 


Language  Plan. 


91 


Which  do  you  like  better 


tea  or  coffee? 

your  sister  or  your  brother? 


Whom   do   you    like   better  — 
[One  as  well  as  the  other.     I  like  them  both  alike.] 

Which  pen  writes  better his  or  hers? 

Which  books  are  more  interesting these  or  those? 

Does  the  apple  look  like  a  watermelon? 

Does  a  horse  look  like  a  donkey?     Does  John  look  like  James? 
Like  whom  does  John  look?     Like  what  does  an  apple  look? 
[John  does  not  look  like  anyone  whom  I  know.] 


FIFTH  GRADE. 


Plane  the  edge  of  the  wood. 

Carve  your  own  design. 

Indicate  the  mistake. 

Deposit  it  in  the  bank. 

Tell  her  not  to  hurt  the  bird. 

Tell  her  not  to  imprison  the  bird. 

Gather  the  flowers. 

Receive  the . 

Buy  the , 

Drive  the  cows  to  pasture. 

Cultivate  the  soil. 

Plan  your  lesson. 

Run  a  race. 

Soothe  the  little  girl  that  is  cry- 
ing. 

Advance  towards  . 

Twist  the  red  and  the  blue. 

Alter  your  position. 

Correct  the  mistake. 

Rouse  the  sleepy  boys. 

Announce  — — . 

Award  the  prize  to  the  one  who 
read  the  most. 

Attend  the  session. 

Beat  against  the  wind. 

Beat  the  eggs. 

Knit  the  stockinors. 

Tell  him  not  to  go  begging. 

Stoop  to  the  floor. 

Make  a  straight  line. 

Draw  a  vertical  line. 

Draw  a  slanting  line. 

Blot  the  paper. 

Bore  a  hole  in  the  board 

Fetch  me  a  cup  and  saucer. 

Burst  the  balloon. 


Tell  them  not  to  gossip. 

Claim  your  own  . 

Chisel  the  side. 
Set  the  type. 
Save  your  money. 

Observe  . 

Tell  her  not  to  let  the  bird  fly. 
Sell  your  mittens. 

Pay  for  the  . 

Tend  the  sheep. 
Prepare  the  food. 
Build  a  fire. 
Perform  on  the  stage. 
Squeeze  the  lemon. 

Combine   the  red   and    the  blue 

yarn. 
Change  the  positions. 
Amuse  the  little  children. 

Annex . 

Appoint  a  monitor. 
Bear  the  heavy  burden. 
Beat  the  cloak. 
Knock  at  the  door. 
Go  begging. 
Bend  the  willow. 
Make  a  curve. 
Draw  a  horizontal  line. 
Draw  parallel  lines. 
Blacken  the  shoes. 
Slip  on  the  ice. 
Mark  your  working  edge 
Bring  me  the  microscope 
Split  the  wood. 

Shout . 

Cancel  the . 


92  Language  Plan. 

Recall .  Carry  oa  war. 

Collect  taxes.  Cause  a  quarrel. 
Capture  the  escaped  convict.        Celebrate  the  4th  of  July. 

Cast  away  your  jewels.  Chat  together. 

Cease  talking.  Choose  your  partners. 

Attack  the  enemy.  Conceal  your  money. 


Requiring    Short    Answers. 

How? 

How  do  you  do?  [Quite  well,  thank  you.  ] 

How  do  you  feel?  [Pretty  well,  thank  you.] 

How  are  you?  [Not  very  well,  thank  you.] 

How  is  your  father?  [Very  well,  thank  you.] 

How  are  your  parents? 

How  are  all  the  pupils? 

How  are  your  brothers  and  sisters? 

How  do  you  like  beef?  mutton?  syrup?    etc. 

How  does  a  horse  look?  a  cat?  a  cow?  a  deer? 

How  does  Sarah?  Mary?  etc,  look? 

How  does  the  dress  look  on  her?  etc. 

How  does  he  walk?  run?  sew?  whittle?  walk  up  stairs?  speak? 
write?  read?    etc. 

How  does  a  horse  walk? 

How  does  a  cat  drink  her  milk? 

How  do  you  make  known  your  wishes? 

How  does  a  dog  make  known  his  wishes? 

How  long  have  you  been  here?  In  Milwaukee?  In  the  world? 
absent?  at  school?  etc. 

How  long  do  you  expect  to  remain? 

How  long  do  you  mean  to  stay  at  school? 

How  long  ago  did  Lincoln   die?     Garfield? 

How  long  ago  did  you  come  here? 

How  long  is  it  since  you  came  back? 

How  long  is  it  since  Christmas? 

How  long  is  it  since  vacation? 

How  long  will  it  be  until  vacation? 

How  long  is  it  since  you  were  home? 

How  long  will  it  be  until  you  go  home? 

How  long  is  it  since  Mr,  was  here? 

How  long  will  it  be  until  Mr.  will  come? 

How  long  is  it  since  Sunday? 

How  long  will  it  be  until  Sunday? 

How  long  is  it  since  you  had  your  hair  cut? 

How  long  will  it  be  until  you  will  have  your  hair  cut 

How  often  do  you  go  to  church? 

How  often  do  you  come  to  school? 

How  often  do  you  take  food? 


Language  Plan.  93 

How  often  have  you  been  to  the  museum? 

How  often  have  you  been  to  a  factory? 

How  often  do  you  ride  on  the  car,  etc? 

How  often  have  you  been  absent  this  term? 

How  long  does  it  take  to  go  to  Chicago  by  train?  by  water? 
by  steamer? 

How  long  does  it  take  to  go  from  Boston  to  New  York  by 
steamer?  by  rail? 

How  long  does  it  take  to  get  from  New  York  to  Liverpool  by 
steamer?  by  sailing  vessel? 

How  long  does  it  take  you  to  dress  in  the  morning? 

How  long  do  you  take  to  eat  breakfast? 

How  long  does  it  take  you  to  write  a  letter? 

How  long  did  it  take  you  to  make  ? 

How  long  did  it  take  you  to  build  the  school? 

How  long  will  it  take  you  to  finish  the  example? 

How  long  would  it  take  to  walk  to  the  Post  Office? 

How  far  is  it  to  Chicago,  New  York,  etc? 

How  far  from  here  do  you  live? 

How  far  from  here  is  the  library.  West  Park? 

How  is  dressed? 

How  was dressed  at  the  wedding? 

How  are  the  soldiers  dressed? 

How  was dressed  at  the  party? 

How  high  is  the  room,  tower,  tree,  etc? 

How  thick  is  the  frame  of  the  picture?  the  leg  of  the  desk? 
the  door? 

How  wide  is  the  room,  door,  window,  etc? 

How  deep  is  the  harbor,  river,  etc? 

How  deep  is  the  soup  plate? 

How  deep  is  the  tea  cup? 

How  tall  are  you,  the  tree,  etc? 

How  narrow  is  the  tape,   Draid,  etc? 

How  soon  do  you  hope  to  meet  your  friends? 

How  soon  do  you  intend  to  go  home? 

How  broad  is  the  ruler,  etc? 

How  heavy  are  you,  the  package,  parcel,  etc? 

How  old  were  you  when  you  became  deaf? 

How  much  tea  did  you  take  last  night? 

How  much  sugar  do  you  like  in  your  tea? 

How  much  bread  did  you  eat  at  dinner? 

How  much  ink  is  there  in  the  inkstand? 

How  much  water  is  there  in  the  pitcher? 

How  much  coal  is  there  in  the  furnace  room? 

How  much  wood  is  there  in  the  basement? 

How  much  chalk  is  there  in  the  box? 

How  much  cloth  will  it  take  to  make  a  dress?  a  suit  of  clothes? 
a  pair  of  trousers? 

How  much  material  v/ould  Nora  need  for  a  dress?  how  much 
would  you  require  for  a  vest? 


94  Language  Plan. 

How  much  did  you  pay  for  your  hat? 

How  much  did  it  cost? 

How  much  does  a  kitchen  stove  cost? 

How  much  does  a  bureau  cost? 

How  much  did  the  printing  of  this  book  cost?  pictures? 

What  did  he  give ? 

How  much  do  you  weigh? 

How  much  is  the  fare  from  here  to  Chicago? 

How  much  is  the  fare  from  Chicago  to  New  York? 

How  much  is  the  first  cabin  fare  to  England? 

How  much  is  the  second  cabin  fare  to  Germany? 

How  much  is  the  salary  of? 

How  much  are  his  expenses? 

How  much  are  his  wages? 

How  much  does  a  day  laborer  earn? 

How  old  is  the  youngest  pupil? 

How  old  is  the  oldest  pupil? 

How  old  must  a  child  be  to  enter  the  school? 

How  old  must  a  pupil  be  in  order  to  be  admitted  to  the 
school? 

How  was  Pompeii  destroyed? 

How  did  (xarfield  die?     McKinley? 

How  was  Roosevelt  elected? 

How  do  we  talk? 

How  do  you  earn  the  money?    Walter,  etc? 

How  do  you  get  to  the  library? 

How  can  I  get  to  Chicago? 

How  can  I  get  to  the  post  office,   etc? 

How  can  I  learn  to  swim? 

How  can  I  learn  to  play  the  piano? 

How  did  you  get  here? 

How  did  yoLi  make  the  dress?  the  basket?  the  match  safe?  the 
plate  rack? 

How  is  a  box  made? 

How  did  Columbus  come  back  to  Spain  on  his  last  voyage? 

How  was  he  received  in  spain  after  his  first  voyage? 

How  are  you  treated  by  your  parents?  by  your  teachers?  by 
your  friends?  by  your  enemies? 

How  did  you  deceive  your  friend? 

How  is  the  school  supported? 

How  is  your  mamma  supported? 

How  are  you  supported? 

How  does  your  father  support  himself? 

How  did  the  robber  get  the  money? 

How  did  the  burglar  get  into  the  house? 

How  can  you  be  made  happy? 

How  are  you  getting  along? 

How  are  you  getting  on? 

How  do  you  write slowly  or  rapidly? 


Language  Plan.  95 

How  do  you  communicate  at  home? 

How  do  you  speak distinctly  or  indistinctly?   or  on  the 

fingers? 

How  do  you  behave? 

How  should  you  behave  toward  your  parents?  teachers?  su- 
periors? etc. 

How  should  you  act  toward  one  another? 

How  was  he  hurt accidentally  or  purposely? 

How  should  you  study? 

How  should  we  treat  animals? 

How  did  he  shoot  the  bird? 

How  did  he  cut  his  finger? 

How  did  it  happen  that  he  lost  his  foot? 

How  do  people  come  or  go  across  the  sea? 

How  do  you  go  to  Europe by  land  or  water? 

How  are  mills  turned? 

How  are  the  cars  run? 

How  are  railroads  run? 

How  are  wagons  drawn? 

How  are  carts  drawn? 

How  are  steamers  propelled? 

How  do  street  cars  go? 

How  do  trains  go? 

How  are  you  taught  to  read?     to  speak? 

How  do  the  blind  learn  to  read? 

How  are  you  taught? 

How  are  the  pupils  taught  at  ? 

How  did  Armour  grow  so  wealthy? 

How  did  Armour  acquire  his  wealth? 

How  do  you  enjoy  picnics?     traveling? 

How  did  people  enjoy  travel  a  hundred  years  ago? 

How  do  we  travel  today? 

How  can  we  transport  goods? 

How  do  the  pupils  march?     Two  abreast?     two  by  two?  etc. 

How  do  you  answer  my  questions one  by  one,  or  all  to- 
gether?    [In  concert.] 

How  is  oak  wood  sawed — lengthwise  or  crosswise? 

How  are  the  desks  placed? 

How  is  the  school  divided? 

How  should  you  stand?     sit? 

How  should  you  leave  the  lunch  room? 

How  do  soldiers  march? 

How  are  houses  divided  inside? 

How  are  the  words  arranged  in  the  Dictionary?  How  in  the 
Encyclopedia?     In  the  Gazetteer? 

How  are  potatoes  planted? 

How  is  grain  sown? 

How  are  flowers  set? 

How  is  hay  raked  before  it  is  taken  from  the  field? 


96  Language  Plan, 

How  is  lumber  brought  down  the  river?     (In  rafts.) 

How  are  trees  felled? 

How  do  you  see  lumber  lying  on  the  wharves?      [In  piles.] 

How  do  wild  geese  go? 

How  do  grapes  grow? 
'   How  do  apples  grow? 

How  does  the  ice  come  down  from  the  Arctic  seas? 

How  does  the  snow  fall? 

How  does  the  rain  usually  fall  during  an  electric  storm?  [In 
torrents.  ] 

How  do  we  sometimes  see  people  standing  at  the  corners  of 
the  streets?     (In  groups.) 

How  are  islands  usually  found in  groups,  or  isolated. 

How  did  Miss  have  her  picture  taken? 

How  do  they  do   at   prayer  in  the  Catholic  church kneel  or 

stand? 

How  did  the  general  arrive afoot  or  on  horseback? 

How  does  a  king  appear  when  opening  parliament.  [In  his 
royal  robes?] 

How  are  the  poor  fed  and  clothed? 

How  is  sugar  sold? 

How  is  cloth  sold?  milk?  meat?  apples?  flour?  medicine? 
groceries?    hay?    coal?    wood?    etc. 

How  are  laborers  paid?  carpenters?  tailors?  other  tradesmen? 

How  are  servants  generally  hired? 

How  do  plants  differ  from  animals? 

How  does  the  beast  differ  from  the  bird? 

How  is  a  bird  different  from  an  insect? 

How  does  man  differ  from  animals? 

How  has  our  city  been  improved  lately? 

How  do  our  parents  show  their  love  to  us? 

How  should  we  show  our  love  to  them? 

How  do  the  teachers  show  their  interest  in  your  welfare? 

How  should  you  show  your  gratitude  to  your  teacher? 

How  is  it  that  you  are  here? 

How  is  it  that  some  are  rich  and  others  poor?  industrious? 
lazy?  fortunate  or  unfortunate? 

How  did  Prince  Henry  travel  in  America? 

How  will  the  crown  prince  travel?     [Incognito.] 

How  did  Alfred  the  Great?  Peter  the  Great?  Frederick  the 
Great?  disguise  themselves  when  they  traveled  through  the 
country? 

How  should  we  eater  church? 

How  did  you  feel  when  you  first  came  here? 

How  would  you  feel  if  you  had  to  leave  home? 

How  would  you  feel  if  you  came  into  the  possession  of  a  mil- 
lion? 

How  would  you  feel  if  you  received  a  check  for  a  hundred  dol- 
lars? 

How  did come  to  his  death? 


Language  Flan.  OY 

How  was  Prince  Henry  received  in  Milwaukee? 
How  should  we  receive  visitors? 

How  should  we  show  our   sympathy  to  the  poor  and  afflicted? 
How  do  you  use  your  money? 
•How  can  you  learn  how  to  spell  a  word? 

How  can  you  learn  about  famous  men  and    women  and  places? 
How  do  you  keep  from  freezing? 
How  did  you  spend  your  vacation? 
How  do  you  spend  your  Sunday?     Sabbath? 
How  do  you  amuse  yourself  out  of  school? 
How  do  you  know  when  some  one  is  at  the  door? 
How  do  you    suppose    you  will    be   employed  after   you   leave 
school? 


SIXTH  GRADE, 

Expect,   Think,   Hope,   Intend,    Mean. 

When  do  you  expect  your  friend? 
Do  you  intend  to  go  to  the  country  before  vacation? 
Whom  do  you  expect  to  come  to  take  you  home? 
Do  you  think  you  could  find  your  way  yourself? 
Where  do  you  intend  to  go  this  summer? 

What  does  expect  to  become  when  he  leaves  school? 

What  do  you  mean  to  become  when  you  leave  school? 

What  do  you  intend  to  do  after  you  leave  school? 

How  long  do  you  intend  to  remain  in  the  country? 

Do  you  expect  to  return  after  vacation? 

Do  you  think  your  parents  intend  to  send  you  back  next  year? 

Do  you  mean  to  be  a  soldier  or  a  sailor? 

What  does mean  to  do? 

When  do  you  expect  a  letter  from  home? 
Do  you  hope  there  will  be  one  for  you  this  morning? 
When  do  you  intend  to  write  to  your  home? 
Do  you  expect  to  make  progress  if  you  do  not  pay  attention 
to  your  studies? 

How  soon  do  you  expect  your  dress  to  be  finished? 
When  do  you  expect  to  finish  your  work? 
When  do  you  mean  to  finish  your  work? 
When  do  you  intend  to  finish  your  work? 
When  do  you  hope  to  finish  your  work? 
Are  you  expecting  to  hear  from  them  soon? 

Remember,   Recollect  and  Recognize. 

Do  you  remember  having  seen  that  lady? 

Do  you  remember  being  at  ? 

Do  you  remember  your  first  day  in  school? 

7 


98  Language  Plan. 

Do  you  remember  how  long  it  is  since  you  first  came  here? 

Do  you  recollect  the  name  of  the  person  to  whom  you  spoke 
at  the  picnic? 

Do  you  recollect  on  what  day  of  the  month  the  picnic  was 
held  last  year? 

Do  you  recollect  what  you  did  yesterday  at  about  this  time? 

Do  you  remember  the  first  verse  of  the  "Psalm  of  Life?" 

Did  you  recognize  the  lady  who  was  here  a  few  moments  ago? 

Do  you  think  you  could  recognize  the  man  who  took  the 
TQoney  out  of  the  telephone  box? 

Do  you  thiak  you  would  recognize  if  you  saw  her? 

Do  you  think  you  would  recognize  this  place  if  you  came  here 
twenty  years  hence? 

Do  you  think would  recognize  this  place  if  he  came  here 

DOW? 


Take,  Think,  Suppose,  Imagine,  and  Presume. 

How  old  do  you  suppose  T  am? 
How  old  would  you  take  him  to  be? 
Where  do  you  imagine  I  was  born? 

Of  what  nationality  would  you  take to  be? 

What  do  you  take  him  to  be? 

Would  you  take  him  for  a  minister? 

Do  you  presume  that  he  tells  you  the  truth? 

Do  you  presume  this  example  is  correct? 

What  do  you  infer  from  this  note? 

What  do  you  presume  is  the  matter  with  — — ? 

What  would  you  suppose  the  stars  to  be? 

What  are  they  really? 

Can  you  imagine  the  stars  to  be  planets? 

How  high  do  you  imagine  Niagara  Falls  to  be? 

Would  you  take to  be  older  than ? 

Would  you  take and for  sisters? 

Would  you  take and for  friends? 

If  I  should  say what  would  you  infer? 


Done  to  and  Do  When. 

What  is  done  to  this  room  every  morning? 

What  is  done  to  the  clock  every  week? 

What  is  done  to  the  fire  when  it  is  low? 

What  is  done  to  the  stairs  when  they  are  dirty? 

What  is  done  to  the  garden  every  spring? 

What  is  done  to  the  ground  before  the  seeds  are  put  in? 

What  is  done  to  the  house  every  spring? 

What  is  done  to  the  wool  after  it  is  cut  off  the   sheep's   back? 


Language  Plan.  99 

What  is  done  to  it  then? 

And  what  then? 

What  is  done  to  the  shirtwaists  after  they'^are  washed? 

What  is  done  to  your  hair  when  it  is  too  long? 

What  should  be  done  to  the  desks? 

What  should  be  done  to  your  apron? 

What  should  be  done  to  your  shoes? 

What  will  you  do  when  school  is  dismissed? 

What  will  you  do  after  you  get  home? 

What  will  you  do  when  your  education  is  finished? 

What  will  you  do  when  you  are  a ? 

What  did  you  do  when  you  came  into  the  school  room  this 
morning? 

What  did  people  do  when  they  had  no  telephones,  telegraphs, 
electric  cars?  etc. 

What  would  you  do  if  you  were  I? 

What  would  you  do  if  you  had  five  dollars? 

What  would  we  do  if  we  had  no  telephone? 

What  would  we  do  if  we  had  no  railroads? 

What  would  we  do  if  we  had  no  cars?  etc. 

What  would  you  do  if  you  had  a  nice  little  pony? 

What  would  you  do  if  you  had  no  pencil? 

What  would  you  do  if  you  had  a  boat  of  your  own? 

What  would  you  do  if  you  saw  this  building  on  fire? 

What  would  you  do  if  you  saw  some  boys  stealing? 

What  would  you  do  if  you  saw  a  little  child  fall  into  the 
water? 

What  would  you  do  if  you  saw  a  big  boy  striking  a  little  one? 

What  would  you  do  if  you  could  not  finish  school? 

If  you  had  a  dollar  what  would  you  do  with  it? 

If  you  found  a  purse  what  would  you  do  with  it? 

If  you  found  a  book  with  the  owner's  name  in  it,  what  would 
you  do  with  it? 

If  you  found  a  bunch  of  keys,  what  would  you  do  with   them? 

If  you  had  a  large  fortune,  what  would  you  do'with  it? 

If  you  got  a  present  of  a  couple  of  fowls,  what  would  you  do 
with  them? 

If  you  caught  some  fish,  what  would  you  do  with  them? 

When  your  pencil  becomes  dull  what  do  you  do  with  it? 

If  you  tore  your  new  gown,  what  would  your  mother  do  to 
you? 

What  would  you  do  to  it? 

If  the  pupils  disobey,  what  will  be  done  to  them? 

When  the  seats  are  dusty,  what  does  the  janitress  do  to  them? 

What  do  you  do  to  the  flowers  when  they  begin  to  wilt? 

If  you  neglected  to  study  what  would  your  teacher  do  to  you? 

What  was  done  to  Andre  for  being  a  spy? 

What  was  done  to for  breaking  the  window? 

What  was  done  to  the  pipe  to  keep  it  from  leaking? 

What  was  done  to  the  burglar  for  robbing  people? 


100  Language,  Plan. 

Has  anything  been  done  to  the  window  that  was  broken  lately? 

Was  anything  done  to  your  coat  yesterday? 

What  was  done  to  Booth  who  assassinated  Lincoln? 

What  was  done  to  the  assassin  of  President  McKinley? 

What  happened  when  there  was  a  fire  in  the  theater? 

What  happened  when  there  was  an  eruption  of  Vesuvius? 

What  happened  when  John  Smith  ventured  among  the  In- 
dians? 

What  happens  when  it  rains  very  much? 

What  happens  when  there  is  no  rain  for  a  long  time? 

What  happens  when  the  weather  is  very  frosty? 

What  happens  when  coal  is  scarce? 

What  happens  when  the  sun  goes  down? 

What  happens  when  it  is  very  windy? 

Do  you  know  what  will  happen  to-morrow? 

Do  you  know  what  will  happen  when  you  leave  school? 

What  would  happen  if  this  school  were  burpt  down? 

What  might  happen  if  it  were  burnt  down? 

What  would  happen  if  you  fell  from  the  top  of  a  house? 

What  might  happen  if  you  fell  from  the  top  of  a  house? 

What  would  happen  if  you  went  skating  on  thin  ice? 

What  might  happen  if  you  went  skating  on  thin  ice? 

What  would  happen  if  you  jumped  oft'  a  wharf  into  the  harbor? 

What  might  happen  if  you  jumped  off  a  wharf  into  the  har- 
bor? 

What  would  happen  if  you  broke  your  leg? 

What  would  happen  if  you  threw  some  gunpowder  into  the 
fire? 

What  would  happen  if  you  held  a  match  to  some  gasoline? 

What  might  happen  if  you  built  a  fire  with  kerosene? 

What  might  have  happened  if  the  fire  in  the  store  had  not 
been  extingjuished  in  time? 


SEVENTH  GRADE. 

For  what  reason  do  you  swim? 

For  what  did  Columbus  wish  to  sail  westward? 

What  was  the  cause  of  the  quarrel? 

What  was  the  cause  of  the  war? 

Wherefore  did  you  go  down  to  the  beach? 

Why  did  you  not  come  to  school  yesterday? 

On  what  ground  do  you  believe ? 

For  what  use  are  sunshine  and  rain? 

For  what  purpose  did  you  turn  on  steam? 

For  what  object  did  the  Pilgrims  come  to  America? 

With  what  aim  do  people  go  to  Alaska? 

With  what  aim  do  students  go  to  college? 

What  was  the  great  aim  of  Washington,  Napoleon? 


Language  Plan.  101 

With  what  expectation  do  farmers  sow  the  seed? 

With  what  expectation  do  you  go  to  the  World's  Fair? 

What  was  Benedict  Arnold's  motive  in  betraying  his  country? 

For  what  motive  are  murderers  hanged? 

With  what  motive  in  view  do  you   try    to    be   at    the  head  of 
the  class? 

What  is  the  motive  of  the  parent  who  punishes  his  child? 

What  was    the  motive   of   the   Puritans   in   banishing  Roger 
Williams? 

What  was  Oglethorpe's  object  in  coming  to  America? 

What  was  his  motive? 

What  should  be  the  object  of  our  life? 

What  should  be  the  motive  in  everything  we  do? 

What  led to  come  to  school  in    such  a  round-about  way? 

What  induced  her  to  take  up  the  work  with  the  deaf? 

What  made to  tell  a  lie? 

What  made to  play  truant? 

What  made  dislike  ? 

What  led  astray? 

What  induced to  hide  the  knife? 

For  whose  sake  do  parents  work? 

For  whose  sake  does  wear  that  blue  ribbon? 

On  ichose  account  was punished? 

On  what  account  was  he  detained? 

In  what  respect  do  plants  differ  from  animals? 

In  what  respect  are  you  better   than   when   you  first  came  to 
school? 

In  what  way  is  the  city  improved? 

Ill  v:hat  respect  are  a  cow  and  a  horse  alike? 

In  what  respect  are  a  cow  and  a  horse  unlike? 

In  what  respect  are  a  cow  and  a  horse  different? 

Ovnng  to  what  are  you  deaf? 

To  what  do owe  their  wealth? 

To  what  do  they  owe  their  good  positwos? 

In  ichat  spirit  should  we  obey  our  teachers? 

In  what  spirit  should  we  pray? 

Wherein  lies  the  difference  between and  ? 

Wherein  has  your  condition  improved? 

Whereto  is  the  money  appropriated  by  the  legislature  to  the 
school,  applied? 

To  what  end  is  it  applied? 
'     To  what  use  is  it  applied? 

To  W)hat  purpose  is  it  applied? 

Whereby  did  you  know  the  old  gentleman? 

Whereby  was  the  Greek  architecture  distinguished 
Roman? 

By  lohat  can  you  distinguish  a  bull  dog? 

By  what  can  you  distinguish  a  picture  by  Raphael? 

Will  you  write  a  letter  every  week  according  to  promise? 


102  Language  Plan, 

Did  the  employer  pay  the  boy  his  wages  according  to  agree- 
ment? 

Does  the  engineer  go  according  to  orders? 

Who  was  the  first  to  discover  America  according  to  some  his- 
torians? 


EIGHTH   GRADE. 

Review. 

Book.      "Words   and  Phrases. "     Published   at  the   American 
School  for  Deaf,  Hartford,  Conn. 


^^  INITIAL  FIJE  OJ  2^°ENTS 

THIS  BOOK  ON  T"^  "^Ji^TS  ON  THE  FOURTH 
^j^V^ir^O  .'  oroN^'H%  SEVENTH  O.V 
OVERDUE. 


LD21-l00m-7.' 40  (69363) 


181162 


